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Sex  Education 


BY 


Ira  S.  Wile,  M.S.,  M.D. 


NEW  YORK 

DUFFIELD  AND  COMPANY 

1912 


Copyright  1912    by 
DUFKIELD  &  COMPANY 


\\ 


W^4 


DEDICATED 

To  the  Service  of  Parents,  Teachers 
and  Protectors  of  Children. 


295486 


TABLE  OF  CONTENTS 

PAGE 

Preface         .  ....  ix 

Introduction    ....  3 

I     The  Age  of  Mythology        .  .         29 

II     The  Age  OF  Chivalry        .         .  S^ 

[II     The  Age  of  Civic  Awakening  .         91 

IV     Conclusion        .         .         .         -  119 

V     Terminology         .         .         .  .133 

VI     Bibuography    ....  147 


PREFACE 


THE  growing  literature  relating 
to  sex  hygiene  bespeaks  the  in- 
terest that  the  subject  merits. 
While  there  has  developed  a  wide- 
spread belief  that  some  form  of  instruc- 
tion in  sexual  topics  is  requisite,  no 
definite  program  has  been  developed. 

Much  attention  is  being  lavished 
upon  the  various  plans  for  introducing 
sex  hygiene  as  a  definite  subject  in  the 
curricula  of  high  schools  and  colleges 
but  insufficient  thought  has  been  spent 
upon  the  necessity  of  similar  education 
in  the  homes. 

Parents  are  not  prepared  for  the 
adoption  of  any  radical  measures  like 
sex  instruction  in  the  elementary 
schools.     Nor  do   parents   feel   them- 


Sex  Education 

selves  capable  of  assuming  the  role  of 
teachers  in  this  important  branch  of' 
knowledge.  ' 

Where  the  spirit  is  willing  there  is 
a  lack  of  a  definite  plan.  Where  the 
spirit  is  weak  it  is  too  frequently  be- 
cause the  obstacles  appear  insurmount- 
able. 

For  the  purpose  of  assisting  par- 
ents to  banish  the  difficulties  and  to 
suggest  a  plan  for  developing  a  course 
of  instruction  this  book  is  written.  With 
unavoidable  shortcomings  and  limita- 
tions it  merely  constitutes  a  program 
for  sex  instruction. 

L  S.  W. 

230  West  97th  Street. 


INTRODUCTION 


INTRODUCTION 


6tf  I  iHE  concealment  of  truth  is  the 
I  only  indecorum  known  to  sci- 
ence," wrote  Westermark.  In  no 
part  of  human  affairs  is  this  more  true 
than  in  the  veil  of  mystery  that  is 
thrown  around  the  problems  of  sex  and 
its  correlated  phenomena. 

While  it  is  generally  correct  that 
every  cause  is  an  effect  and  every  effect 
is  a  cause,  careful  thought  will  show 
that  the  sex  problems  arise  from  two 
fundamental  causes.  In  the  last  analy- 
sis, the  main  problems  that  are  of  in- 
terest arise  from  a  clash  of  temptation 
and  wills.  Society  presents  one  cause, 
the  temptation,  through  the  real  social 
evils  of  over-work  and  under-pay,  de- 
layed marriages,  poor  housing  facili- 

3 


Sex   Education 

trcs  witli  the  consequent  trials  of  room- 
congestion  and  lack  of  personal  pri- 
vacy, child  labor  and  the  interming- 
ling of  children  and  adults  under  un- 
natural conditions  and  at  dangerous 
times,  inadequate  opportunity  for  the 
expression  of  the  energy  of  the  human 
species  and  the  train  of  horrors  like 
dance-halls,  saloons,  and  boat  excur- 
sions, family  unhappiness  and  the  de- 
sire to  be  somebody  and  have  some- 
thing that  is  beyond  the  daily  measure 
of  earnings.  All  these  are  but  a  small 
part  of  the  ills  that  can  be  remedied 
only  through  the  interaction  of  the  ag- 
gregate of  individuals  that  is  termed 
society.  These  embrace  all  the  social 
and  economic  factors  which  are  gen- 
erally correlated  to  account  for  the 
origin  and  necessity  of  illegal  perver- 
sions of  the  sexual  instinct.  This  forms 
the  soil  from  which  the  sexual  weed 
emanates. 


Introduction 

The  seed  lies  within  the  individual 
and  the  fertility  of  the  weed  depends 
upon  the  essential  nature  of  the  seed 
as  gotten  from  its  parents  and  the  char- 
acter of  the  soil  upon  which  it  is  to 
fall. 

The  will  of  the  individual  is  the 
second  important  factor  that  demands 
consideration.  The  development  of 
the  will  of  the  child  is  largely  in  the 
power  of  the  parents.  Children  are 
largely  what  their  parents  make  them, 
though  their  characters  are  constantly 
undergoing  changes  due  to  the  reaction 
to  environment.  This  factor  of  char- 
acter development  may  be  guided 
through  adequate  education  for  which 
the  parents  should  be  held  responsible. 
The  truths  pertaining  to  sex  must  not 
be  concealed  any  longer.  The  policy 
of  permitting  the  truths  relating  to  the 
physiology,  psychology  and  hygiene  of 
sex   to   be   studiously   ignored   practi- 

5 


Sex   Education 

cally  negatives  the  establishment  of  a 
sexual  morality. 

It  is  not  my  purpose  to  consider  the 
origin  of  external  temptations  save  to 
remark  that  the  white  slave  traffic,! 
prostitution  and  similar  crimes  against 
the  person  have  their  strongest  roots  in 
the  poverty  of  the  majority  of  the  com- 
munity as  measured  by  the  standard  of 
living  that  has  been  established  by 
economists  and  social  workers  and  in 
the  inequalities  of  our  present  indus- 
trial system,  and  does  not  originate  in 
an  inherent  viciousness  of  those  who 
fall  as  victims  in  the  strife. 

Society  reaps  the  whirlwind  in  vene- 
real diseases,  unnecessary  blindness,  in- 
sanity, marital  infelicity,  divorces,  de- 
sertions, invalidism  of  soldiers  and 
sailors,  and  the  preventable  mutilation 
of  women  and  men.  In  truth,  society 
pays  for  its  shortcomings,  just  as  the 
body  of  the  individual  suffers  from 
6 


Introduction 

malnutrition,   alcoholism,   and  sexual 
abuses. 

An  opportunity  for  the  removal  of 
at  least  a  large  portion  of  the  burden 
borne  by  society  lies  in  a  wholesale 
education  of  the  community  as  to  the 
relation  of  the  social  life  and  the  social 
evils,  so-called.  Organizations  for  the 
betterment  of  the  masses,  churches, 
schools,  labor  unions,  women's  clubs, 
Y.  M.  C.A's,and  medical  societies  must 
unite  in  a  widespread  campaign  for 
public  enlightenment  upon  the  prob- 
lems that  are  generally  termed  the  sex- 
problems.  Not  the  least  of  the  work 
of  education  must  be  in  the  hands  of 
the  physicians  who  at  present  are  in 
possession  of  the  most  information  up- 
on the  subject,  at  least  in  its  physical 
aspects.  The  responsibility  for  the 
present  general  ignorance  about  the  en- 
tire sex-problem  must  be  placed  upon 
society  as  a  whole  that  has  been  coun- 

7 


Sex  Education 

tenancing  a  double  standard  of  morality 
and  refusing  to  listen  to  the  words  of 
those  who  have  sought  to  show  its 
error. 

In  the  evolution  of  the  character  of 
a  child  two  large  influences  are  involv- 
ed :  that  of  the  home  and  that  of  the 
companionships  of  childhood.  While 
many  encroachments  upon  family  re- 
sponsibilities are  daily  occurring,  in 
the  last  analysis  the  parents  are  held 
accountable  for  the  physical,  mental, 
and  moral  development  of  their  chil- 
dren. Parents  are  held  responsible  for 
failure  to  provide  adequate  food,  cloth- 
ing, or  shelter;  they  are  compelled  to 
give  their  children  an  education;  the 
social  and  moral  conduct  of  their  chil- 
dren arises  in  large  measure  from  par- 
ental training. 

In  the  accumulation  of  information 
regarding  sex,  the  home  as  a  factor  has 
unfortunately  been  almost  negligible. 
8 


Introduction 

Parental  timidity,  or  shall  I  say  cow- 
ardice, has  made  it  difficult  for  parents 
to  impart  the  information  regarding 
reproduction  or  even  the  differences  of 
the  sexes  to  their  children.  An  unintelli- 
gent false  modesty  has  placed  the  taboo 
on  all  references  to  the  development  of 
the  emotional  and  physical  side  of  sex 
as  it  seeks  for  expression  at  various 
times  in  the  period  of  life  from  infancy 
to  adolescence.  A  traditional  sense  of 
horror  that  originated  in  the  ancient 
days  when  the  genital  organs  were 
termed  the  "pudenda"  still  pervades  the 
home  and  parents  regard  a  sacred  func- 
tion as  too  shameful  to  be  mentioned 
within  the  range  of  hearing  of  their 
offspring.  It  is  far  easier  to  be  false 
to  childhood  than  to  tradition. 

The  average  child  of  to-day  secures 
garbled,  befuddled,  vulgar  ideas  that 
he  prizes  so  highly,  but  dares  not  even 
dream  of  in  the  vicinity  of  his  parents. 

9 


Sex   Education 

r  roni  his  associates  at  school,  from  ser- 
vants, chauffeurs,  gangsters  on  the 
streets  or  from  the  atrocious  booklets 
issued  by  charlatans,  that  have  been 
placed  in  his  hands  the  child  se- 
cures those  false  impressions  that  he 
hesitates  to  talk  over  with  his  par- 
ents. The  home  of  to-day  is  large- 
ly responsible  for  the  weakness  of  in- 
struction with  reference  to  the  develop- 
ment of  the  physiology  of  sex  and  the 
relation  of  the  individuals  to  the  gene- 
rations unborn. 

Parents  must  come  to  realize  that 
sex  is  at  the  basis  of  a  proper  apprecia- 
tion of  many  phases  of  life.  The  idea 
of  creation  as  a  religious  concept  is  es- 
sentially a  sex  problem.  Biblical  lit- 
erature abounds  in  allusions  to  sexual 
questions  that  can  be  appreciated  only 
by  the  best  informed  readers.  "Be 
fruitful  and  multiply"  needs  as  much 
explanation  as  the  yth  Commandment. 

lO 


Introduction 

Mythology  cannot  be  read  and  under- 
stood by  the  uninformed.  Chivalry  de- 
mands sex  knowledge  for  its  compre- 
hension. Literature,  from  the  Aneid 
or  the  Canterbury  Tales  to  Balzac, 
Tolstoy,  Ibsen  and  Sudermann,  or  the 
novelists  whose  names  are  not  to  be 
handed  down  to  posterity  but  whose 
works  are  for  the  multitude  of  to-day, 
centers  about  the  relations  of  the  sexes. 
From  before  Plautus,  Terence  and 
Sophocles  through  the  days  of  Shakes- 
peare, Milton  and  Goethe  to  the  mod- 
ern dramatists  there  is  the  constant  ex- 
pression of  that  phase  of  life  that  is  so 
frequently  termed  the  human  interest. 
From  the  Nibelung's  Ring  to  Pelleas 
and  Melisande,  an  initiation  into  the 
laws  of  sex  is  essential  in  order  to  intel- 
ligently interpret  the  operas.  Poetry, 
art,  painting  and  sculpture  supply  nu- 
merous themes  that  have  arisen  from 
the  depths  of  sex  experience.  AH  this 
II 


Sex  Education 

parents  know  and  still  they  close  their 
eyes  and  refuse  to  see  the  light  or  to 
illumine  the  path  for  their  children. 
Parents  have  a  tremendous  responsi- 
bility to  their  children  and  no  less  a  re- 
sponsibility to  society.  Parental  pro- 
tection is  lost  in  this  field  of  education, 
where  the  relation  between  parent  and 
child  should  be  the  closest.  There  is 
a  system  of  forced  and  artificial  ac- 
quisition of  education  through  the  pub- 
lic schools  without  the  knowledge  that 
permits  the  appreciation  of  the  basic 
truths  underlying  life  itself.  Forsooth, 
there  is  not  a  word  less  understood  than 
"parent". 

When  should  parental  instruction 
begin?  When  the  child  first  expresses 
a  desire  to  know  as  evidenced  by  a  ques- 
tion. At  three  years,  or  four  or  five, 
whatever  the  age  may  be  that  finds  the 
youngster  seeking  information  from  the 
parent,   from  whom   all   other  know- 

12 


Introduction 

ledge  has  been  gotten  for  the  asking. 
Whence  comes  the  baby?  What  a  nat- 
ural query.  The  usual  answer  is 
most  unnatural,  for  the  parent  usually 
fails  to  tell  the  truth,  if  any  attempt 
is  made  to  reply  in  terms  other  than  to 
tell  the  child  to  "run  away  as  mother  is 
very  busy." 

Let  the  truth  be  told  in  all  definite- 
ness.  A  child  who  seeks  the  light  must 
not  be  blinded.  The  desire  for  informa- 
tion is  normal.  Curiosity  is  awakening 
intelligence.  The  child  who  asks  no 
questions  is  mentally  deficient.  In  the 
inexperience  of  childhood  all  subjects 
have  equal  rank.  Sex  consciousness  is 
not  awakened  and  the  whole  truth  is 
the  child's  right.  An  evasive  answer, 
a  half  truth,  or  a  lie  is  more  dangerous 
than  a  frank  statement  of  the  truth 
couched  in  terms  and  phrases  intelli- 
gible to  the  child  mind.  The  very 
limitations  of  a  child's  vocabulary  safe- 

13 


Sex  Education 

guard  the  problems  from  all  pernici- 
ous suggestiveness.  The  parental  re- 
sponsibility for  exacting  honesty  and 
truthfulness  from  children  involves  the 
manifestation  of  the  same  virtues  on 
the  part  of  the  parents  toward  the 
children. 

If  parents  do  not  answer  the  queries 
of  their  children  the  questions  will  not 
go  unanswered  even  though  they  may 
not  be  asked  again  of  the  parents.  The 
child  sooner  or  later  takes  the  unan- 
swered question  to  some  one  who  will 
answer  it,  even  though  the  informant  is 
only  a  playmate  who  knows  little  more 
about  the  matter.  The  first  break  in 
the  confidence  that  should  exist  is  thus 
easily  made. 

Sane  parenthood  merely  requires 
honesty,  available  information,  and  a 
willingness  to  serve  as  an  intelligent 
supervisor  of  the  developing  mind  of 


Introduction 

the  evergrowing  child  from  infancy  to 
maturity. 

Honesty  to  the  child  is  requisite,  even 
during  the  early  years  of  infancy  and 
childhood.  As  the  boy  acquires  his 
knowledge  by  asking  questions  from  his 
parents,  there  must  be  no  line  drawn 
when  the  boy  makes  inquiry  as  to  the 
origin  of  life  or  as  to  the  physical  dif- 
ferences between  the  sexes.  The  reason 
that  so  many  parents  have  recourse  to 
senseless  fabrication  is  due  to  the  fact 
that  the  child's  question  is  interpreted 
as  a  very  serious  one  by  the  adult  con- 
sciousness instead  of  appreciating  that 
it  is  merely  the  simple  query  of  an  un- 
developed and  seeking  mind.  Once" 
the  parent  realizes  that  the  child  mind 
is  pure,  and  may  be  kept  clean  by  an- 
swering the  questions  honestly  himself, 
rather  than  by  driving  the  child  away 
to  others  for  the  information  that  is  de- 
sired, the  more  quickly  will  he  cast  off 

IS 


Sex  Education 

his  false  modesty,  or  timidity,  and  an- 
swer the  child  in  honesty  and  truth. 
The  question  will  be  settled  for  the 
time  being  at  the  period  of  life  that 
finds  the  child  inquiring.  At  times  an 
evasive  or  false  answer  drives  the  child 
to  seek  more  light,  and  then  the  parent 
is  driven  back  to  another  falsehood  un- 
til finally  the  child  mind  grasps  the  in- 
consistencies of  the  replies  given  upon 
various  occasions  or  realizes  that  the 
parent  does  not  desire  to  discuss  such 
questions  any  more.  The  sense  of  se- 
crecy arises  and  then  the  child  feels 
ashamed  of  the  subject  and  cannot 
bring  itself  to  talk  frankly  with  the 
parent.  The  opportunity  of  the  child's 
life  has  been  lost;  henceforth  the  child 
must  be  left  to  its  own  devices  to  ascer- 
tain the  facts  that  he  wishes  to  learn, 
from  the  playmates,  from  the  gang- 
mates,  from  pornographic  writings, 
from  the  charlatan's  fear-instilling 
i6 


Introduction 

booklet,  from  misinterpreted  dictionary 
definitions,  from  posters,  lying  adver- 
tisements, from  vicious  associates,  from 
cruel  traditions  and  unholy  advice, 
and  from  reading  forbidden  books  and 
seeing  forbidden  plays. 

Too  frequently  one  hears  of  the  ad- 
visability of  teaching  sex  hygiene  at  pu- 
berty. This  is  too  late  to  begin.  The 
average  child  of  the  city  has  the  major 
part  of  his  sex  information,  or  rather 
misinformation,  long  before  puberty. 
To  wait  for  this  time  is  to  make  the 
instruction  more  difficult,  because  the 
parent  who  has  never  spoken  to  his 
child  regarding  the  origin  of  life  before 
puberty  scarcely  ever  can  summon  up 
sufficient  courage  to  broach  the  subject 
at  this  time,  when  the  child  has  also 
had  created  the  barrier  of  shame.  It 
is  merely  a  siren's  call  of  fear  that  bids 
parents  delude  themselves  into  think- 
ing they  will  gladly  reveal  the  mys- 

17 


Sex  Education 

teries  of  life  at  the  approach  of  pu- 
berty. During  the  early  inquiring 
years  of  childhood  only  the  parent  feels 
shame.  In  the  reticent  days  of  puberty 
the  barrier  exists  in  parent  and  child 
and  the  approach  to  sex  topics  is  doubly 
difficult.  The  child,  whose  parents 
have  denied  it  honest  teaching,  has  be- 
come steeped  in  harmful  sex  traditions 
that  a  suddenly  awakened  parental 
conscience  can  face  with  difficulty.  In 
addition,  the  problem  is  more  difficult 
because  it  is  necessary  to  clear  the 
child's  mind  of  the  erroneous  ideas  be- 
fore it  is  possible  to  establish  the 
weighty  truths  that  are  to  be  imparted. 
Innocence  and  ignorance  are  not  the 
same.  The  so-called  innocent  child  of 
twelve  years  of  age  is  well  versed  in 
sex  lore.  The  training  in  sex  hygiene 
must  be  begun  at  the  earliest  possible 
age.  Certain  constructive  features  of 
education  must  be  carried  on  all  the 
i8 


Introduction 

time  in  an  unostentatious  manner  with 
a  view  to  gradually  inculcating  the  ba- 
sic principles  that  in  themselves  con- 
stitute prominent  factors  in  sex  hy- 
giene. The  training  is  to  cover  a  life- 
time, and  is  only  to  be  accentuated  as 
a  special  part  of  the  child's  education 
when  some  particular  occasion  arises 
that  appears  to  warrant  a  direct  dis- 
cussion of  some  phase  of  the  subject 
for  the  purpose  of  correcting  an  erro- 
neous idea,  or  for  the  purpose  of  pro- 
tecting the  child  from  an  apparently 
impending  indiscretion.  The  crux  of 
the  problem  lies  not  in  the  few  lectures 
that  are  at  times  suggested  for  the  high 
schools  and  the  colleges.  Character  is 
too  far  developed  at  this  age  and  habits 
for  good  or  for  bad  are  well  estab- 
lished; in  fact  irretrievable  harm  may 
already  have  befallen  the  child.  The 
education  must  be  started  at  the  ear- 
liest opportunity. 

19 


Sex   Education 

Despite  the  general  increase  in  the 
average  of  school  education,  the  par- 
ticular aspects  of  hygiene  that  are  most 
essential  for  the  advancement  of  the 
race  welfare  are  neglected.  Physical 
education  is  receiving  considerable  at- 
tention in  public  school  systems,  but 
the  stress  is  too  often  placed  upon  non- 
educational  phases.  In  all  the  teach- 
ing of  hygiene  that  at  present  is  found 
described  in  published  curricula  it  is 
difficult  to  seize  upon  any  references 
to  sex  hygiene  in  the  elementary 
schools.  This  very  important  phase  of 
education  occupies  no  place  in  the 
schools.  The  entire  subject  is  for  the 
most  part  tabooed,  as  in  the  average 
home,  because  of  ignorance  of  its  im- 
portance, traditional  timidity,  and  lack 
of  sufficient  information  as  to  the  best 
time  and  methods  for  imparting  the 
necessary  information  to  the  children. 

The  public  school,  however,  has  long 

10 


Introduction 

been  urged  as  the  proper  place  at 
which  to  have  the  instruction  impart- 
ed. As  far  as  elementary  schools  are 
concerned  I  believe  this  is  an  error, 
as  the  subject  can  be  better  handled  by 
the  individual  parent  for  the  individ- 
ual child.  The  average  teacher  of 
to-day  is  not  fitted  to  teach  the  subject. 
The  teacher  too  has  grown  up  in  the 
midst  of  this  stultifying  system  of  sub- 
merging all  references  to  sex  as  if  ana- 
thema. To  be  able  to  teach  sex  hy- 
giene teachers  require  teaching,  train- 
ing, and  enlightenment.  The  parents 
solve  the  problem  of  natural  and  con- 
tinued responsibility;  the  teachers  con- 
stitute a  problem  of  artificial  and  often 
irresponsive  responsibility  so  common 
among  transitory  public  servants.  The 
age  variations  in  a  single  grade,  the 
variations  in  mentality,  the  difference 
in  sex  precocity,  not  to  mention  sex  ex- 
perience, make  the  teaching  of  sex  hy- 

21 


Sex   Education 

giene  a  very  difficult  problem  for  the 
school,  even  though  the  instruction  is 
given  to  children  of  each  sex  separately 
by  a  teacher  of  the  same  sex.  The 
function  of  the  school  is  to  give  chil- 
dren such  instruction  as  can  not  be  im- 
parted at  the  home,  but  instruction  in 
sex  hygiene  is  naturally  a  part  of  home 
training  although  it  represents  a  large- 
ly untried  field  of  parental  endeavor. 

The  school  may  be  of  assistance  in 
instructing  parents  how  to  give  the 
teachings  to  their  children  or  in  spe- 
cial cases  at  the  request  of  the  parents 
a  teacher  might  take  up  the  questions 
involved  v^ith  individual  children.  As 
class  instruction  it  seems  to  be  unde- 
sirable. The  school,  by  giving  ade- 
quate teaching  in  general  hygiene  and 
by  affording  an  opportunity  for  ac- 
quiring some  fundamental  training 
in  biology,  will  be  doing  its  share  in 
making  possible  intelligent  training  as 

22 


Introduction 

to  the  laws  of  sex  as  they  must  be  Inter- 
preted at  puberty  and  thereafter.  The 
entire  teaching  must  be  characterized 
by  frankness  and  honesty.  A  part  of 
the  time  now  given  to  the  question  of 
alcohol  would  be  spent  to  far  greater 
advantage  if  devoted  to  the  demonstra- 
tion of  the  development  of  plants  and 
animals  in  accordance  with  the  biolog- 
ical principles  involved.  Only  with 
trained  teachers  and  adequate  text- 
books will  this  become  possible  and 
then  probably  only  in  the  highest  grade 
or  in  the  secondary  schools. 

And  so  I  am  harking  back  to  the 
home  and  to  the  parents.  Honesty  and 
frankness,  courage  and  conviction,  and 
the  goal  of  instruction  is  attainable. 
The  purpose  of  such  teaching  in  the 
home  is  to  establish  an  intellectual 
morality,  not  founded  upon  fear  but 
upon  a  correct  conception  as  to  the  re- 
lations of  the  sexes  and  the  necessity  of 

23 


Sex    I^ducntion 

personal  purity  for  the  advancement 
o{  the  luiman  race. 

Many  will  promptly  say  knowledge 
will  not  bring  about  all  this.  Possibly 
not;  but  it  is  worth  a  trial.  At  least, 
parents  will  be  in  a  position  to  say  that 
they  have  attempted  to  help  their  chil- 
dren develop  along  the  proper  lines 
that  make  for  sex  purity. 

Fathers  and  mothers  are  equally  re- 
sponsible for  the  education  of  their 
children.  During  the  early  years  of  a 
boy's  life  the  influence  of  the  mother 
is  paramount,  because  of  the  greater 
time  spent  in  association  with  her.  The 
responsibility  of  the  father  is  in  no  way 
lessened,  however,  on  this  account. 
From  the  boy's  infancy  the  father  must 
assume  his  place  as  a  teacher.  If, 
with  the  training  in  the  homes,  the  so- 
cial causes  that  go  to  make  the  great 
temptation  are  gradually  obliterated,  I 
am  optimistic  enough  to  believe  that 

24 


Introduction 

the  physical,  mental,  and  moral  havoo 
that  now  besets  us  on  all  sides  will  be 
very  largely  eliminated.  Ignorance  of 
sex  responsibilities  and  the  resultant 
dangers  to  the  community  must  be 
eradicated.  As  a  result  of  an  ex- 
perience covering  several  years  in 
the  actual  work  of  giving  instruction 
in  sex  problems  to  classes  of  so-called 
tenement  house  mothers  of  various  na- 
tionalities, to  mothers  and  fathers  of 
children  in  New  York  schools,  to  so- 
cial workers,  to  classes  of  boys  in 
groups  varying  in  age  from  nine  to 
twenty-one,  and  to  school  teachers,  my 
plan  of  instruction  has  been  evolved 
along  practical  lines. 

For  the  purpose  of  convenience  I 
have  set  three  age  periods  for  which 
different  types  of  sex  instruction  must 
be  given  in  order  to  secure  the  best  re- 
sults. First,  comes  the  age  of  mythol- 
ogy; second,  the  age  of  chivalry;  third, 

25 


Sex  Education 

the  age  of  civic  awakening.  Beginning 
with  the  child  at  its  earliest  age,  a  plan 
of  sex  education  may  be  followed  that 
will  result  in  the  maintenance  of  the 
confidences  of  the  child  and  the  incul- 
cation of  the  sex  ideals  that  can  be  best 
established  through  rational  sex  in- 
struction continuing  over  the  entire  life 
of  the  child. 


26 


THE  AGE  OF  MYTHOLOGY 


THE  AGE  OF  MYTHOLOGY 


I^HE  age  of  mythology  constitutes 
that  period  of  child-life  that  is 
particularly  keen  in  imagination. 
It  represents  the  period  when  the  witch 
and  the  fairy,  Haensel  and  Gretel,  the 
giant  and  the  dwarf,  the  goblins  and 
the  elves,  make  the  little  eyes  grow  big 
with  astonishment  and  wonder.  Rag- 
gylug  and  all  the  animal  creations  are 
living  in  the  child  domain.  The  child 
world  is  peopled  with  strange  crea- 
tures that  are  most  real.  Mentally,  the 
fairy  tale,  the  romance,  the  animal 
story,  and  nature  wonders  supply  the 
best  intellectual  pabulum.  It  is  the 
wonder  age,  and  question  follows  ques- 
tion in  the  pursuit  of  information.  At 
this  time  the  child  is  first  asking  the 
29 


Sex  Education 

parent  for  light  as  to  the  differences 
between  boys  and  girls  and  where  the 
baby  comes  from,  and  at  the  same  time 
is  prattling  about  the  mother  cat  and 
the  baby  cats  or  the  kittens.  The  main 
factor  necessary  for  sex  instruction  at 
this  age  is  the  determination  of  the  pa- 
rent to  answer  honestly  every  question 
that  is  asked  by  the  child,  for  at  this 
age  the  child  has  all  to  learn.  Timidity 
must  give  way  to  determining  respon- 
sibility. The  shackles  of  parental  tra- 
ditions are  ready  to  be  placed  upon  the 
parents  who  hesitate  to  keep  faith  with 
their  children.  To  exact  honesty  of 
children  and  to  give  them  falsehoods 
when  truth  is  sought  is  an  indefensible 
double  standard  for  truthfulness. 

In  no  uncertain  terms  parents  teach 
cleanliness,  table  etiquette,  and  the 
routine  hygiene  so  essential  to  daily 
health  and  comfort.  There  should  be 
no  hesitation  in  frankly  answering  the 

30 


The  Age  of  Chivalry 

queries  of  the  developing  child.  Giv- 
ing vague  or  evasive  answers  only  puts 
off  the  hour  of  combat.  A  correct 
start  having  been  made,  there  will 
never  again  be  any  hesitation  or  em- 
barrassment on  the  part  of  the  parent — 
the  child  will  not  feel  confused  or  em- 
barrassed unless  the  parent  creates  such 
a  state  of  mind  through  a  discipline 
that  makes  the  child  self-conscious. 
The  second  necessity  is  the  possession 
of  some  fundamental  facts  that  may  be 
interpreted  to  the  child  through  the 
medium  of  story  or  imaginative  tale. 
The  child  easily  learns  the  relation  be- 
tween the  baby  and  mother.  The 
mother  dog  and  the  father  dog,  the 
cow  and  the  calf,  the  horse  and  the 
mare  and  the  foal,  the  lion,  the  lioness 
and  the  cub;  the  relation  of  the  father, 
mother  and  baby  soon  come  to  be  dis- 
tinct concepts  of  the  child.  The  sec- 
ond idea  that  is  readily  absorbed  is  the 

31 


Sex  Education 

egg,  and  the  chick  that  comes  there- 
from, and  the  mother  hen  that  laid  the 
egg.  The  dependence  of  life  upon  the 
egg  seems  a  large  problem  for  the  child 
to  solve,  but  the  youngsters  grasp  it 
easily.  The  few  small  eggs  in  the  nest, 
tenderly  protected  by  the  anxious 
mother  bird,  while  the  chattering  fath- 
er bird  circles  about  protectingly,  soon 
tell  of  the  life  they  contain.  And 
when  the  child  sees  the  shattered  shell 
and  the  hungry  fledgelings  he  has 
grasped  a  biological  truth  without 
realizing  that  it  has  any  relation  to  his 
own  origin  and  development.  The 
third  step  to  be  taken  is  to  show  the 
sex  organization  of  plants.  The  plant- 
ing of  a  little  oats  or  grass  seed  will 
serve  for  the  first  lesson.  The  little 
green  shoots  are  called  the  baby  oats, 
and  the  idea  of  the  baby  plant  coming 
from  a  seed  is  implanted  upon  the  fer- 
tile child  mind.     It  is  but  a  short  step 

32 


The  Age  of  Mythology 

to  show  the  child  the  mother  plant, 
whence  came  the  seed.  If  the  casual 
suggestion  be  made  that  the  mother 
oats  should  be  proud  of  such  splendid 
babies  there  is  no  opposition  by  the 
child  mind.  The  identity  of  the  seed 
and  the  egg  as  the  source  of  life,  once 
appreciated,  there  is  a  well  established 
foundation  for  teaching  the  origin  of 
human  life. 

As  occasions  arise,  particularly  in 
the  spring  time,  the  attention  of  the 
child  may  be  directed  to  the  de- 
velopmental phenomena  as  they  oc- 
cur in  Nature.  The  necessity  for 
warmth,  time,  and  care  in  the  growth 
of  plants  and  animals  is  everywhere 
evident.  To  go  a  step  further,  one  can 
teach  the  child  about  the  boys  and  girls 
that  live  together  within  the  walls 
made  of  petals.  The  masculine  nature 
of  the  stamens  and  the  essential  femi- 
ninity of  the  pistils  can  be  easily  ex- 

33 


Sex  Education 

plained  in  terms  of  plays  and  games 
ihat  the  child  knows.  The  modes  of 
transference  of  the  pollen  and  the  fer- 
tilization of  the  seed  that  may  be  shown 
always  to  he  in  the  female  part  of  the 
flower  lays  an  excellent  foundation  for 
the  expansion  of  the  sexual  themes 
through  the  years  to  come. 

It  must  not  be  imagined  that  this 
brief  suggestion  is  to  be  the  work  of  a 
day.  It  must  not  be  forced,  but  should 
grow  day  by  day,  and  merely  for  the 
purpose  of  enlightening  the  child  with- 
out creating  any  morbid  feelings  or  a 
craving  for  unnatural  knowledge. 

The  wholesome  instruction  as  to  the 
origin  of  life  should  be  instilled  before 
sex  consciousness  with  its  barriers  of 
timidity  and  shame  makes  the  effort 
Herculean. 

The  purpose  of  sex  education  is  es- 
sentially protective.  To  secure  the 
maximum  prophylactic  efficiency  the 

34 


The  Age  of  Mythology 

foundation  teaching  must  be  sunk  into 
the  child's  mentality  before  the  sex 
characteristics  seek  expression.  The 
establishment  of  ideals  is  difficult  with- 
out an  adequate  knowledge  of  the 
facts.  Mystery  must  be  eliminated — 
for  mystery  breeds  an  insatiate  curi- 
osity which  in  time  may  become  mor- 
bid. Enlightenment  by  parents  as  to  the 
evolution  of  life  in  terms  of  familiar 
objects  and  in  words  that  the  child  can 
understand  forestalls  the  vulgarity  and 
obscenity  of  the  usual  sex  educators — 
companions,  servants,  and  gangsters. 

If  it  is  difficult  to  answer  a  question 
propounded,  there  is  every  reason  for 
temporizing  but  not  with  the  purpose 
of  finality.  If  time  be  lacking,  for 
questions  frequently  arise  at  inoppor- 
tune moments,  it  is  sensible  to  postpone 
the  answer  for  a  more  propitious  time. 
The  child  must  not  be  put  aside  with 

35 


Sex   Education 

''Mother  is  too  busy"  or  "Run  away 
and  play"  or  "Don't  bother  me  with 
your  everlasting  questions."  If  the 
moment  is  inopportune  merely  tell  the 
child  that  the  question  will  be  answer- 
ed and  then  appoint  a  time  at  which 
the  truthful  answer  will  be  given.  If 
necessary,  parents  should  take  the  op- 
portunity to  secure  the  information 
they  require  from  books,  friends, 
teachers,  pastor,  or  physician.  The 
information  should  be  procured  and 
the  appointment  should  not  be  forgot- 
ten in  the  stress  of  shopping,  calls, 
work,  or  pleasure. 

The  days  of  the  taboo  are  no  longer 
here  but  the  parental  fears  still  hark 
back  to  the  days  when  the  organs  of 
generation  were  termed  the  "pudenda." 
The  truth  will  out  and  parents  should 
waive  their  own  weaknesses  in  the  de- 
sire to  give  their  children  more  effec- 
36 


The  Age  of  Mythology 

tive  sex  training  than  they  received 
during  childhood.  The  fear  of  a  child's 
innocent  question  seems  the  evidence  of 
ignorance.  The  potential  inhibiting 
faculty  resides  in  the  question  that  has 
not  been  asked  and  strange  to  relate 
may  never  be  asked.  The  child  rarely 
seeks  the  details  that  throng  the  pa- 
rent's quaking  mind.  The  personal 
side  of  the  origin  of  life  triumphs  over 
the  impersonal  for  the  time  being  and 
bids  lips  be  closed  and  tongues  silent. 
The  question  as  to  whence,  how,  or 
why  may  be  naturally  suggested  by  the 
arrival  of  a  litter  of  domestic  pets  but 
there  is  less  hesitancy  in  approaching 
this  question  than  if  the  occasion  for 
the  interrogation  should  be  the  advent 
of  a  baby  brother  or  sister.  Fortunate 
is  the  parent  who  takes  advantage  of 
the  blessed  opportunity  to  answer 
truthfully  the  question  as  to  the  origin 
of  a  baby. 

37 


295486 


Sex  Education 

"Take  heed  of  this  small  child  of  earth; 

He  is  great;  he  hath  within  him  God  most  high, 
Children   before  their   fleshly   birth, 

Are  lights  alive  in  the  blue  sky.'' 

If  parents  could  lapse  into  poetry 
like  Swinburne  their  tales  might  have 
some  literary  merit.  Falsity,  crudity, 
vulgarity  characterize  the  foolish  tales 
told  the  children  when  the  parent  is 
compelled  to  answer  the  child  who 
wants  to  know  the  origin  of  life. 

Knowing  the  training  of  her  child, 
conscious  of  the  limitations  of  its  ex- 
periences and  vocabulary,  the  mother 
can  easily  give  a  fairy  tale  that  is  truth 
itself  dressed  in  childlike  simplicity. 
It  is  possible  to  give  a  tale  to  children 
under  eight  years  of  age  that  is  true, 
anatomically,  physiologically  and  bio- 
logically. The  mother  is  more  likely 
to  have  the  responsibility  of  answering 
questions  relating  to  sex  problems  than 
is  the  father,  who  for  the  most  part 

38 


The  Age  of  Mythology 

joins  his  family  at  night  and  leaves 
early  in  the  morning. 

If  the  child  asks  its  mother  where 
the  baby  came  from  it  is  entitled  to  the 
answer,  properly  given,  strange  though 
it  may  seem.  The  age  of  mythology 
lacks  facts  and  is  devoid  of  strict  judg- 
ments. 

As  a  suggestion  to  mothers  a  skele- 
ton fairy  tale  is  often  welcome.  It  must 
be  remembered,  however,  that  every 
child  requires  the  dressing  of  the  facts 
to  be  in  harmony  with  its  mentality, 
vocabulary  and  experience.  The  even- 
ing is  a  very  favorable  time  for  dis- 
cussing sex  problems  at  this  age  as  sleep 
soon  quiets  the  youngster  and  there  is 
little  time  for  focussing  attention  up- 
on the  subject  discussed.  In  many 
ways,  too,  infantile  memories  are  short. 

With  the  child  upon  her  lap,  cod- 
dled at  the  hour  of  the  lullaby,  there 
comes  a  sense  of  oneness  and  affection 

39 


Sex    Education 

that  means  "llcsli  of  my  flesh  and  blood 
of  my  blood.''  The  closeness  of  con- 
tact puts  a  touch  of  sacredness  to  the 
maternal  story  that  even  a  child  can 
feel.  It  is  mother's  story  and  though 
all  the  other  little  girls  and  boys  deride 
and  scorn,  mother's  story  is  the  best  and 
strongest  after  all. 

At  this  period  of  life  how  dearly  a 
child  enjoys  a  secret!  It  is  well  to  im- 
press upon  the  child  the  idea  that 
mother  is  going  to  tell  a  secret,  not  to 
create  a  mystery  but  to  encourage  the 
child  to  speak  of  it  to  its  mother 
instead  of  talking  to  children,  servants, 
or  strangers.  Invite  the  trust  and  con- 
fidence of  the  child  and  permit  it  to 
enjoy  the  secret  of  life  with  mother. 

A  final  suggestion  may  not  be  amiss. 

A  dim,  shaded  light  gives  the  mystic 

atmosphere  so  necessary  for  unveiling 

the  word   picture   of   creation.     And 

40 


The  Age  of  Mythology 

forsooth  many  tongues  will  be  loosened 
in  the  gloaming  that  would  fail  in  ut- 
terance if  the  child  could  see  the  ma- 
ternal countenance. 

And  now,  my  dear,  I  shall  tell  you 
the  answer  to  the  question  you  asked 
this  morning.  Mother  always  keeps 
her  promises.  And  this  is  to  be  our  se- 
cret. We  shall  tell  no  one — not  even — 
(playmates,  nurse,  pet,  etc.).  And 
any  time  you  want  to  know  more  about 
our  secret  come  to  mother,  You  asked 
me  where  brother  came  from.  It  is  a 
fine  story.  There  was  a  teeny,  tiny  egg, 
so  small  that  you  could  hardly  see  it. 
And  there  was  a  very  small  room,  a 
funny  little  room — you  never  saw  such 
a  room;  it  was  a  room  that  could  grow. 
Did  you  ever  see  a  room  that  could 
grow?  And  the  teeny,  tiny  egg  was  in 
this  little  room.  Then  the  egg  began 
to  grow  and — what  do  you  think?  The 
room  grew  larger  and  larger.     Very 

41 


Sex   Educati(Mi 

soon  the  room  could  not  grow  any 
larger  so  it  stopped  growing.  But 
there  was  something  in  the  egg  that 
wanted  to  grow  larger — so  what  do  you 
think  happened?  The  door  of  the 
room  opened — and  the  egg  broke — and 
out  of  the  egg  through  the  door  came 
The  Baby. 

From  the  w^orldly  wiseman  point  of 
view  this  tale  may  appear  inadequate 
and  woefully  suggestive  of  dangerous 
questions.  Any  story  told  would  give 
rise  to  questions  unless  the  curiosity  of 
the  child  had  been  satisfied.  Occa- 
sionally a  youngster  does  want  to  know 
the  location  of  the  room.  It  suffices 
to  state  that  mother  thinks  so  much  of 
the  little  egg  and  the  baby  that  is  to 
grow  from  it  that  she  keeps  it  under 
her  heart. 

Question  after  question  may  surge 
through  the  adult  consciousness  in  the 
light  of  mature  knowledge  and  experi- 
42 


The  Age  of  Mythology 

ence,  but  they  are  not  in  normal  chil- 
dren's minds.  Following  the  line  of 
truth,  however,  any  question  may  be 
answered  if  the  mother  endeavors  to 
live  up  to  high  educative  ideals. 

By  filtering  the  information  through 
the  parents  there  is  a  constant  adjust- 
ment of  the  facts  to  the  child's  under- 
standing. At  an  opportune  moment  it 
is  desirable  to  show  that  all  life  has  its 
origin  in  parents.  Numerous  illustra- 
tions may  be  selected  from  the  animal 
and  vegetable  kingdoms.  The  life  his- 
tory of  a  flower,  a  tree,  a  chicken,  a 
fish,  a  dog  afifords  numerous  stories 
that  may  be  told  to  a  child  from  three 
to  ten  years  of  age  to  show  the  biologi- 
cal truths  that  are  essential  to  the  ap- 
preciation of  the  wonders  of  the  origin 
of  life.  Mere  stories  based  upon  such 
natural  phenomena  give  ample  play 
for  the  youthful  imagination  without 
being  in  the  least  suggestive.   Imagina- 

43 


Sex   Education 

tion  is  given  play  but  facts  do  not  con- 
trovert it.  The  child  does  not  get 
trimmings  and  pickings  but  gets  the 
whole  sex  teaching  from  a  single  point 
of  view — the  education  of  the  child. 

Lest  it  be  misunderstood,  it  is  well 
to  reiterate  that  the  basic  training  in 
natural  history  is  to  be  part  of  the  gen- 
eral plan  of  education  and  should  not 
await  the  queries  of  the  child.  The  de- 
velopment of  plants  and  animals  is  to 
be  explained  as  naturally  as  telling 
about  the  sun  or  moon  or  stars.  The 
specific  application  of  the  facts  to  hu- 
man life  need  be  related  during  the  age 
of  mythology,  only  when  the  child 
raises  the  question. 

The  necessity  of  cleanliness  in  the 
care  of  the  genitalia  must  be  early  in- 
culcated, as  part  of  the  general  hy- 
giene. The  one  who  bathes  the  baby 
should  give  particular  attention  to  this 
part  of  the  body.    The  source  of  much 

44 


The  Age  of  Mythology 

of  the  irritation  leading  to  masturba- 
tion arises  from  the  neglect  of  genital 
hygiene.  The  daily  bath  should  be 
pleasing,  cool  and  diverting,  and  pro- 
longed irritation,  even  for  purpose  of 
cleansing,  should  be  avoided  particu- 
larly among  boys.  To  protect  children 
from  personal  vices  that  are  not  un- 
common in  infancy  circumcision  may 
be  essential. 

In  this  connection  the  hygiene  of 
sleeping  deserves  more  than  passing 
attention.  Sleeping  on  the  back  in  a 
cool  room,  vv^ith  hands  outside  of  the 
covers,  gives  the  greatest  protection 
from  self,  abuse.  The  child  should  be 
thoroughly  tired  before  going  to  bed 
so  that  he  will  immediately  go  to  sleep. 
Rising  should  quickly  follow  awaken- 
ing. The  night  clothes  should  be 
loosely  fitting  and  not  of  an  irritating 
material.  The  bed  covering  should  be 
warm,  but  not  too  heavy.     The  mat- 

45 


Sex   Education 

tress  should  be  made  of  hair.  Feather 
beds  are  to  be  avoided  as  they  over- 
heat the  body  and  do  not  tend  to  lessen 
irritation  of  the  genital  organs. 

Reading  exciting  stories  or  playing 
violent  games  just  before  going  to  bed 
should  be  interdicted.  The  child  should 
go  to  bed  comfortably  tired  and  not 
with  imagination  aflame.  He  should 
be  w^illing  to  fall  asleep  and  not  seek 
to  struggle  to  keep  awake.  A  warm 
bath  before  bed  time  if  not  too  soon 
after  supper  is  frequently  of  service 
to  secure  the  desired  relaxation  neces- 
sary for  slumber. 

Masturbation  may  occur  during  in- 
fancy as  a  result  of  genital  irritation. 
Tight  clothing,  uncleanliness,  constipa- 
tion, worms  or  some  other  local  cause 
may  give  rise  to  irritation  directing 
the  child's  attention  to  the  genital  or- 
gans. Friction  by  hand  or  thigh  to  re- 
lieve the  irritation  results  and  unless 

46 


The  Age  of  Mythology 

the  cause  be  discovered  and  removed 
the  habit  may  be  developed.  The  dan- 
gers to  the  child  at  this  period  are 
purely  physical  and  are  spent  upon  the 
nervous  system.  Prompt  restraint  and 
attention  to  the  hygienic  order  of  the 
child  life  coupled  with  the  removal  of 
the  physical  factors  will  soon  correct 
the  condition  before  any  harm  ensues. 

Any  directions  to  the  growing  child 
at  this  period  for  the  purpose  of  pre- 
venting the  continuance  of  mechanical 
irritation  of  these  parts  should  be  given 
in  as  simple  and  direct  a  manner  as 
advice  to  brush  the  teeth  or  wash  the 
hands.  The  child  at  this  age  does  not 
usually  bathe  itself  free  from  super- 
vision, and  thus  adequate  directive  in- 
struction may  be  imparted. 

The  punishment  of  the  child  for 
this  habit  must  be  very  wisely  chosen 
lest  the  child  be  driven  to  practice  the 
habit  only  in  private,  leading  the  pa- 

47 


Sex  Education 

rent  to  believe  that  the  fault  no  longer 
exists. 

By  careful  direction  during  infancy 
and  hygienic  training  during  early 
childhood  the  habit  may  be  obviated 
at  least  until  puberty  occurs. 


48 


THE  AGE  OF  CHIVALRY 


II 

THE  AGE  OF  CHIVALRY 


GRADUALLY  the  child  out- 
grows the  age  of  mythology  and 
enters  the  age  of  chivalry.  There 
is  no  sharp  line  of  demarcation  of  the 
two  periods,  nor  can  any  age  be  given 
when  the  transition  occurs.  The  age 
of  chivalry  really  begins  as  a  prepu- 
bertal period.  For  purposes  of  con- 
venience one  may  regard  it  as  embra- 
cing the  years  from  eight  to  fifteen 
years.  Each  child,  however,  is  a  law 
unto  himself  and  the  specific  period  of 
its  life  that  represents  the  age  of  chiv- 
alry can  only  be  determined  by  noting 
the  physical  and  psychological  devel- 
opment of  the  particular  child. 

The  child's  body  is  beginning  to  take 
on  new  growth,   the  sexual  functions 

51 


Sex   Education 

are  beginning  to  expand,  the  emotional 
side  is  unfolding  at  a  very  rapid  pace. 
It  is  the  glorious  age  of  self-apprecia- 
tion and  a  time  when  the  child  has  the 
largest  impulses  for  getting  out  to  help 
in  the  work  of  the  world,  but  can 
merely  dream.  The  actual  expression 
of  the  sexual  development  may  be 
marked  by  the  intensification  of  affec- 
tion for  the  family.  Mother,  sister  and 
brother  are  terms  that  take  on  a  fuller 
meaning.  It  is  the  time  when  the  boy 
thinks  that  he  really  is  a  man,  when  his 
mother  asks  him  to  take  her  around  the 
corner  at  seven  o'clock  in  the  evening 
as  her  protector.  He  is  a  sort  of  hero 
seeking  worlds  to  conquer.  The  blood 
begins  to  surge  through  his  head  at  the 
reference  to  one  of  his  feminine  school- 
mates. The  society  of  girls  is  desired, 
their  company  is  sought,  and  the  party 
days  are  at  hand  with  their  dangerous 
period  of  amorous  games. 

52 


The  Age  of  Chivalry 

The  girls  are  blossoming  out  into 
rounded  form  and  their  thoughts,  too, 
are  expanding.  This  is  the  time  of  "the 
lady  bountiful."  The  desire  to  be- 
come a  trained  nurse,  to  enter  a  nun- 
nery, to  found  an  institution  for  the 
salvation  of  unregenerate  felines,  or  to 
be  possessed  of  untold  wealth  for  the 
betterment  of  mankind  fills  the  day 
with  joy.  It  is  the  age  of  the  romantic 
walk  and  the  day  of  looking  with  rap- 
turous glances  at  the  handsome  fea- 
tures of  the  matinee  idol,  whose  likeness 
graces  the  chiffoniere.  It  is  the  time 
when  competition  in  the  battle  for  fav- 
ors manifests  itself  and  the  parent  is 
accused  of  not  understanding  the 
child's  feelings  or  even  life. 

It  is  the  day  of  the  most  dangerous 
gang  life  for  boys  and  girls.  The  de- 
sire for  independence,  the  recognition 
of  sex  class  feeling,  the  old  reticence  on 
the  part  of  parents  to  talk  on  the  prob- 

53 


Sex   Education 

Icms  of  puberty  make  the  sources  of 
information  outside  of  the  home.  Under 
a  system  of  graduated  instruction  this 
period  of  chivalry  has  no  terrors  for 
the  parent.  Conversation  is  frank  and 
confidence  is  retained  and  the  child  is 
protected  from  the  most  malicious  in- 
fluences that  are  surrounding  it  at  this 
time  of  life.  The  emotional  character- 
istics of  the  individual  child  are 
watched  and  guided  through  the  mazes 
of  conflicting  sensations  that  attack  the 
child  at  puberty.  The  knowledge  of 
plants  and  animals  that  has  been  ac- 
quired through  observation  or  by 
school  teaching  is  all  of  use  in  explain- 
ing the  natural  functional  phenomena 
that  slowly  transform  the  more  or  less 
sexless  child  into  a  creature  that  is  sex 
conscious  and  views  himself  as  the  pa- 
rents' equal.  No  attempt  is  to  be  made 
to  develop  a  sexual  and  sensual  child. 
The  light  that  is  shed  upon  the  sex 

54 


The  Age  of  Chivalry 

problems  in  the  home  banishes  the 
foulness  of  mind  that  is  engendered  by 
the  looseness  and  lack  of  intelligent 
handling  of  the  questions  at  the  present 
time. 

A  strong  appeal  can  be  made  upon 
the  chivalric  side  of  child  nature.  The 
child  can  well  be  made  to  understand 
pride  in  family  and  self-respect  as  fac- 
tors that  are  to  be  considered  in  the 
daily  conduct  of  one  sex  toward  the  op- 
posite sex.  The  necessity  of  personal 
cleanliness  and  the  healthfulness  of  ex- 
ercise and  outdoor  sports  must  be  ac- 
centuated. The  pernicious  influence  of 
smutty  stories,  lascivious  literature, 
immodest  attire  and  vulgar  dancing  de- 
mand especial  attention  without  laying 
any  stress  upon  the  subjects,  so  as  to 
give  them  undue  prominence  as  factors 
in  the  child's  life.  Great  caution  is  re- 
quired to  avoid  the  serious  danger 
of  arousing  morbid  desires  or  stimula- 

55 


Sex  Education 

ting  latent  feelings  that  have  not  yet 
forced  themselves  upon  consciousness. 

The  age  of  puberty  is  one  of  the  most 
important  for  the  guiding  influence  of 
the  father.  The  boy  begins  to  take  on 
the  physical  features  of  manhood.  His 
emotional  life  is  increasing  by  leaps 
and  bounds.  The  numerous  struggles 
against  sexual  crises  may  finally  result 
in  his  undoing.  It  is  in  a  sense  the 
critical  period  in  his  sex  development. 
Emotionalism  and  sex  feeling  crowd 
his  will  into  deep  and  dangerous  places. 
The  traditions  of  the  gang  bid  him 
shake  off  the  ties  of  apron  strings  and 
be  a  man,  implying  that  sex  experi- 
ence is  essential  to  his  health. 

Masturbation  is  almost  a  universal 
habit  at  this  age.  It  is  in  a  sense  the  ex- 
pression of  a  normal  curiosity  as  to  the 
function  of  the  genital  organs.  The 
spirit  of  investigation  gives  rise  to  the 
initial  experience  and  it  is  not  an  evi- 

56 


The  Age  of  Chivalry 

dence  of  degeneracy  or  inherent  vici 
ousness.  The  continuance  of  this  prac- 
tice depends  upon  the  strength  of  the 
boy's  will  and  his  understanding  that 
self-abuse  is  a  potent  factor  in  destroy- 
ing his  physical,  mental,  and  moral 
comfort.  To  pass  from  self-abuse  to  the 
abuse  of  one  of  the  feminine  sex  is  a 
short  step  when  the  pressure  of  the  gang 
is  behind  the  boy  and  there  is  no  guid- 
ing hand  to  restrain  him.  fit  is  regret- 
table that  there  are  fathers  who  at  this 
serious  time  of  indecision  feel  impel- 
led to  tell  the  boy  that  sexual  inter- 
course is  necessary  to  his  well-being.] 
Such  advice  is  as  pernicious  as  untrue. 
The  American  Medical  Association 
representing  the  consensus  of  medical 
opinion  in  the  United  States,  has  re- 
peatedly by  resolution  repudiated  the 
false  doctrine  that  sexual  continence 
is  incompatible  with  health.  The 
father  who  counsels  his  son  to  worship 

57 


Sex  Education 

at  the  shrine  of  Venus  is  assuming  a 
tremendous  responsibility  for  the  phy- 
sical welfare  of  his  boy.  He  is  a 
greater  source  of  danger  to  his  son  and 
to  the  community  than  the  timid  pa- 
rent who  does  not  dare  to  broach  the 
subject  to  his  child  whom  he  regards 
most  innocent.  Oh,  the  blindness  of 
fathers  who  do  not  recall  their  own 
boyhood  and  the  extent  of  their  sex 
information  after  the  age  of  thirteen 
years!  As  a  caution  to  such  men,  let 
it  be  remembered  that  ignorance  and 
innocence  are  not  equivalents.  The 
boys  of  the  cities  are  for  the  most  part 
wise  in  their  ignorance  before  puberty 
is  well  under  way. 

Politeness  and  courtesy  to  the  fe- 
male sex  are  of  value  in  developing 
the  sense  of  protection  that  every  boy 
should  possess  with  reference  to  his 
female  friends,  as  well  as  to  his  sisters. 
At  a  later  period  it  is  even  desirable 

S8 


The  Age  of  Chivalry 

to  give  the  boys  some  definite  ideas  re- 
garding the  occurrence  of  a  periodic 
variation  in  the  physiological  func- 
tions of  the  female  sex.  Lyttleton 
places  considerable  importance  upon 
the  value  of  explaining  to  boys  the  ex- 
act nature  of  maternity  in  its  personal 
phases.  Love  and  reverence  of  mother- 
hood are  enhanced  through  an  early 
appreciation  of  the  trials  of  gestation 
and  the  pain  of  parturition.  "Mother" 
means  more  to  the  child  who  under- 
stands the  meaning  of  "blood  of  my 
blood  and  flesh  of  my  flesh."  It  is  far 
better  to  have  this  sort  of  information 
come  in  a  natural  manner  from  the 
father,  than  to  have  it  acquired  from 
the  street,  or  from  pornographic  litera- 
ture. Needless  to  say,  information  of 
this  character  may  be  reserved  until 
boys  have  assumed  some  part  of  their 
sex  characteristics.  An  understanding 
of  the  physiology  of  the  opposite  sex 

59 


Sex  Education 

will  be  of  immense  value  in  protecting 
tiic  girls  at  a  time  when  they  most  need 
it. 

Because  of  the  development  of  the 
emotional  side  of  the  boy's  character, 
the  period  of  puberty  is  warm  and  love 
is  young  and  restless  within  him.  It 
is  quite  noticeable,  however,  that  there 
is  an  unusual  appreciation  of  the  fam- 
ly  ties  at  this  time.  To  call  upon  the 
ove  for  mother  and  for  sisters^  as  well 
as  the  respect  for  the  female  relatives, 
by  making  the  son's  standard  of  con- 
duct toward  other  girls  the  same  as  he 
would  exact  from  other  boys  toward 
the  girls  in  his  own  family  is  a  power- 
ful incentive  to  self-control  and  sexual 
restraint.  In  fact  the  playing  of  amor- 
ous games  and  the  greenness  of  Love's 
springtime  lead  to  poisoned  wells  of 
joy  for  the  impulsive,  untaught  youth 
with  red  blood  pulsating  through  every 
artery.    The  development  of  sex  is  es- 

60 


The  Age  of  Chivalry 

sentially  selfish  unless  there  be  wise 
parental  direction.  The  development 
of  self-control  from  altruistic  motives 
requires  guidance.  The  inhibition  of 
sexual  impulses  leading  to  selfish 
pleasures  is  difficult  unless  there  be  de- 
veloped a  high-motived  self-possession. 
It  is  hard  for  boys  and  girls  to  learn 
that  "voluntary  obedience  is  the  price 
of  happiness"  for  others  besides  them- 
selves. 

Early  in  the  prepubertal  period  the 
father  must  begin  to  assume,  if  he  has 
not  already  done  so,  some  of  the  nature 
of  a  boy's  friend  in  addition  to  his  pa- 
rental relations.  To  keep  the  confidence 
of  his  boy  he  must  be  an  equal  rather 
than  a  superior  in  matters  pertaining 
to  sex  hygiene.  It  is  at  this  time  that 
gang  life  begins  to  get  a  hold  on  the  boy 
and  the  precarious  mode  of  sex  educa- 
tion is  taking  place.  Here  again  frank- 
ness and  honesty  are  absolutely  essen- 
6i 


Sex  Education 

tial.  Spontaneous  questions  are  to  be 
answered  freely.  If  necessary  it  is 
often  wise  to  elicit  questions  by  judi- 
cious conversation  when  in  play  with 
the  boy  or  on  a  jaunt  with  him.  The 
reticence  of  puberty  must  be  forestall- 
ed through  continued  confidences.  The 
free  expression  of  child  nature  must  be 
fostered.  The  mask  of  purity  must  not 
serve  to  conceal  low  desires  and  sub- 
merged passions.  The  sensitive  mind 
of  the  child  must  be  exposed  to  the 
light  of  parental  teachings  until  the 
image  of  a  high  motive  is  photographed 
thereon.  "Self-knowledge  and  self- 
judgment  prepare  the  way  for  self-di- 
rection." The  knowledge  of  self  must 
be  instilled  carefully  and  thoroughly 
that  there  may  be  conscious  self-judg- 
ment and  voluntary  self-direction  to- 
ward a  higher  plane  of  action  than  is 
represented  by  the  ignorant,  fearing 
youth  who  is  regarded  as  continent 
62 


The  Age  of  Chivalry 

though  his  every  thought  is  far  from 
chaste. 

Instruction  in  the  care  of  the  genital 
organs  can  readily  be  expanded  to 
cover  in  part  the  necessity  for  this  care. 
In  other  words  the  functions  of  the  sex 
organs  may  be  alluded  to  in  the  course 
of  friendly  parental  conversation  as  the 
boy  approaches  puberty.  It  is  also  a 
piece  of  wisdom  for  the  father  to  fore- 
stall outside  influences  as  much  as  pos- 
sible by  encouraging  his  son  to  bring 
all  his  questions  to  him  rather  than  to 
have  him  imbibe  the  stream  of  filthy  in- 
formation that  is  available  in  other 
channels. 

During  the  period  of  puberty  it  is 
a  duty  of  the  father  to  instruct  his  son 
in  the  real  purposes  of  his  sex  organs. 
■As  a  wise  counsellor  and  friend  he  will 
give  all  the  necessary  facts  to  protect 
his  son  from  yielding  to  impulses  the 
consequences   of  which   have   not  yet 

63 


Sex   Education 

sunk  into  his  consciousness.  The  boy 
must  be  told  frankly  the  functions  of 
his  testicles  and  his  penis  in  terms  that 
are  free  from  the  unpleasant  sugges- 
tions that  cluster  about  the  careless  ter- 
minology of  the  street  and  the  brothel. 
The  subject  of  the  interrelation  of  per- 
sonal cleanliness  and  the  family  health 
may  advisedly  be  dwelt  upon. 

The  father  may,  with  a  sense  of  a  duty 
to  perform,  explain  the  harmfulness  of 
the  seminal  emissions  that  are  prone  to 
occur  at  this  age.  This  caution  is  es- 
pecially required  in  the  face  of  the  tre- 
mendous amount  of  quack  literature 
that  assails  his  eyes  in  pamphlet  form 
or  through  the  outraged  columns  of  the 
public  press.  The  boy  should  be  taught 
that  night  emissions  are  normal,  and 
simply  indicate  that  Nature  is  relieving 
his  body  in  a  natural  manner  of  a  sur- 
plus of  seminal  fluid.  Seminal  emis- 
sions   are    the    result    of    maturation. 

64 


The  Age  of  Chivalry 

They  result  as  the  expression  of  a 
physiologic  surplus  of  the  testicular 
secretion.  Such  relief  is  as  normal  to 
the  boy  as  is  menstruation  to  the  girl. 
The  frequency  of  the  emissions  is  de- 
pendent in  part  upon  the  stimulation 
of  the  sex  organs  through  various  me- 
chanical or  emotional  stimuli.  Occu- 
pation, abundant  exercise  in  the  open 
air,  cool  bedrooms,  and  a  lack  of  sug- 
gestive salacious  literature  tend  to 
limit  the  frequency  of  the  emissions 
within  harmless  bounds.  It  is  well  to 
suggest  that  as  long  as  his  bed  bears 
the  evidence  of  this  normal  secretion 
at  infrequent  intervals  the  father  will 
know  that  his  son  is  strong  and  sexual- 
ly healthy.  It  is  wise  to  call  attention 
to  the  fact  that  when  athletes  desire  to 
train  for  their  feats  a  strict  adherence 
to  a  life  of  sexual  purity  is  imperative- 
ly required. 

To  inculcate  a  desire  for  healthful 

65 


Sex   Education 

exercise  at  this  period  is  of  the  great- 
est value,  not  only  for  the  purpose  of 
fatiguing  the  youngster,  but  for  the 
reason  that  a  boy  engaged  in  vigorous 
outdoor  exercise  is  less  likely  to  suffer 
from  sexual  excitement.  Energy  flows 
along  the  line  of  least  resistance.  Ac- 
tivity diverts  energy  into  channels  free 
from  sexual  suggestion.  Physical 
health  and  psychical  health  grow- 
apace.  Idleness  and  laziness  involve 
a  sluggish  circulation  and  a  will  flabby 
from  disuse.  There  is  little  manliness 
to  withstand  the  assaults  of  the  degene- 
rate sex  lore  of  the  gang.  Crime,  im- 
morality and  disease  form  the  harvest 
of  an  idle  child  at  puberty. 

It  is  beyond  doubt  that  the  father 
can  better  appreciate  the  sex  difficul- 
ties of  his  son.  His  sex  knowledge,  ex- 
perience, and  sex  sympathies  enable 
him  to  approach  the  boy's  mind  more 
intelligently  than  the  mother,  if  he 
66 


i  he  Age  of  Chivalry 

would  only  make  the  efifort.  When  the 
distinctly  masculine  problems  arise  the 
father  should  become  the  special  guide 
and  friend  of  his  son.  Like  Chester- 
field he  should  even  lay  aside  his  age 
and  remember  the  age  of  the  boy  and 
try  to  appreciate  his  point  of  view.  At 
puberty  the  boy  becomes  sex  class 
conscious  and  underrates  the  opinions 
of  his  mother  because  "after  all  she 
isn't  a  man."  It  is  an  opportunity  to 
lift  a  boy  up  to  manhood,,  appealing  to 
every  newly  developing  fibre  of  manli- 
ness. This  is  no  period  for  mere  idle 
warnings  against  impulsive  appetites. 
Curiosity  is  difficult  to  restrain.  Imag- 
ination is  powerful  especially  where 
tongues  are  forced  to  be  silent  and 
thoughts  run  riot  for  lack  of  expres- 
sion. Hygiene  may  present  objectively 
the  results  of  the  perversion  of  the  sex- 
ual functions  and  this  may  tend  to  es- 
tablish   continence   on   weak   founda 

67 


Sex  Education 

tions.  Moral  precepts  act  subjectively 
but  create  the  possibility  of  ethical  de- 
cisions which  alone  can  bulwark  chas- 
tity. The  same  power  of  the  imagina- 
tion may  be  harnessed  more  effectively 
as  Fiske  suggests:  "Power  of  imagina- 
tion is  closely  connected  with  the  abil- 
ity to  work  hard  and  submit  to  present 
discomfort  for  the  sake  of  a  distant  re- 
ward." 

As  the  girl  rounds  out  into  the  form 
of  a  woman  she  especially  needs  the 
guidance  of  her  mother.  The  physiol- 
ogy of  puberty  is  so  startling,  though 
far  from  sudden,  that  many  girls  are 
severely  shocked  and  sadly  unstrung 
for  the  lack  of  a  few  words  of  warning 
or  explanation.  As  the  father  is  in 
many  ways  more  close  to  the  son,  the 
mother  is  the  especial  companion  of 
her  daughter.  From  maternal  lips 
the  girl  should  learn  of  the  lessons  of 
approaching  puberty.  The  meaning 
68 


The  Age  of  Chivalry 

of  the  developing  breasts  with  their  ir- 
ritability forms  an  important  story.  All 
manipulation  of  the  breasts  is  unde- 
sirable. The  protection  of  breasts 
from  undue  pressure  by  clothing  per- 
mits their  grov^th  without  adding  to 
the  reflex  symptoms  from  irritation  of 
the  nipples. 

Wise  is  the  mother  who  insists  that 
the  roughness  of  boys  must  not  be  per- 
mitted to  extend  to  careless  handling. 
The  amorous  amusements  which  so 
frequently  occur  during  the  latter  por- 
tion of  the  age  often  form  the  begin- 
ning of  a  state  of  emotional  instability 
that  leads  to  a  desire  for  sexual  excite- 
ment. 

The  meanmg  of  menstruation  should 
be  explained  and  the  first  appearance 
of  this  epochal  physiologic  index 
should  be  anticipated.  The  necessity 
for  unusual  physical  care  during  this 
period  should  be   accentuated.     The 

69 


Sex  Education 

importance  of  adequate  clothing,  in- 
cluding protection  of  the  feet,  should 
receive  words  of  explanation.  A  cau- 
tion regarding  sudden  chilling  or  ex- 
posure to  cold  baths  will  save  many- 
girls  unpleasant  hours.  Most  of  all 
should  advice  be  offered  regarding 
dancing,  violent  exercise,  and  pro- 
longed excitement,  particularly  that  of 
an  emotional  type. 

This  is  a  wonderful  time  to  retain 
the  confidence  of  a  daughter.  To  be 
girls  together,  that  must  be  the  mother's 
main  idea  and  ideal.  The  sacredness 
of  all  sex  subjects  must  be  insisted  upon 
and  the  maternal  mind  can  guide  the 
daughter  through  the  thicket  of  ignor- 
ance without  allowing  her  sensitive  na- 
ture to  be  torn  and  bruised.  The 
mother  who  fails  to  hold  fast  to  her 
child  at  this  period  never  has  another 
natural  opportunity.  The  new  emo- 
tions will  arise;  the  tingling  spirit 
70 


The  Age  of  Chivalry 

will  burst  forth.  The  first  blush  of  ap- 
proaching womanhood  may  sear  her 
soul  if  no  wise  counsellor  and  friend 
ofifers  knowledge.  Wherefore  as  the 
age  of  chivalry  is  ushered  in  grip 
your  child  more  closely.  You  cannot 
prevent  children  from  discussing  to- 
gether the  awakening  mysterious  feel- 
ings that  tend  to  overwhelm  them.  It 
is  impossible  to  prevent  the  voice  of 
the  gang  from  being  heard  in  your 
home.  It  is  therefore  essential  to  ad- 
vise your  child  of  the  truth  regarding 
her  physical  structure  before  the  vul- 
gar terms  can  deny  you  the  right  to  ex- 
clude them.  Tell  your  children  freely, 
candidly,  that  you  are  going  to  give 
them  the  facts  and  that  you  do  so  gladly 
for  it  is  your  duty  to  do  so.  Permit 
children  to  understand  that  it  is  their 
privilege  to  receive  instruction  from 
their  parents  in  everything  pertaining 
to  their  sexual  organization,  emotions, 

71 


)e\ 


Education 


or  functions.  The  very  desire  for 
putside  information  is  immediately 
Tessened.  No  longer  is  there  joy  in 
clandestine  whisperings  for  there  is  no 
room  for  mystery  when  a  flood  of  in- 
formation is  always  available. 

It  is  a  mark  of  caution  that  is  not 
to  be  disregarded  to  inform  girls  as 
well  as  boys  that  many  boys  and  girls 
do  not  have  the  same  opportunity  for 
securing  correct  information  and  there- 
fore do  not  know  the  truth  about  such 
subjects.  It  is  well  to  counsel  that 
there  be  abstinence  from  conversation 
about  sex  themes  with  others  among 
their  companions.  Such  a  result,  while 
a  natural  request,  is  difficult  of  accom- 
plishment. The  wiser  course  is  to  sug- 
gest that  any  information  gleaned  from 
other  fields  be  talked  over  with  the  pa- 
rent so  that  the  true  grains  may  be 
separated  from  the  chaff.  Keep  a  close 
mental  contact — and  a  gentle  current 
72 


The  Age  of  Chivalry 

of  psychic  rest  will  join  parent  and 
child.  The  rapid  interruption  of  the 
contact  will  soon  result  in  severe  shock 
to  either  parent  or  child,  and  ere  long 
some  companion  will  short-circuit  the 
parent,  who  then  loses  all  power  of 
guidance  though  the  wire  of  respon- 
sibility is  still  alive. 

It  is  far  simpler  to  develop  the 
teaching  gradually  during  the  age  of 
chivalry  by  following  out  the  lines 
suggested  in  the  previous  chapter. 
There  is  less  embarrassment  to  the  pa- 
rent and  the  barrier  of  shame  can  be 
opposed  by  the  careful  inculcation  of 
truths  during  the  years  up  to  fourteen. 
The  parent  who  merely  waits  for  evi- 
dences of  puberty  with  the  mental  res- 
ervation that  full  instruction  on  all 
subjects  deemed  necessary  will  be  given 
at  that  time,  has  a  seriously  difficult 
task  to  look  in  upon  the  child's  book  of 
mysteries.    The  distorted  pictures  are 

73 


Sc\    Education 

not  easily  erased.  The  maudlin  senti- 
ment, the  false  stories,  the  ugly  misrep- 
resentations, the  perverted  imagination 
have  placed  ineradicable  marks  upon 
every  page.  The  book  has  been  thought 
of,  dreamed  of,  and  written  in  secret. 
There  is  no  desire  to  share  the  secret 
with  the  parent,  just  beginning  to  show 
interest.  Unusual  tact,  patience  and 
judgment  are  essential  to  overcome  the 
mental  attitude  that  has  been  acquired 
through  parental  neglect  or  indiffer- 
ence. 

The  advantages  of  elementary  school 
education  are  enjoyed  during  this  age. 
Children  as  a  result  are  securing  a 
gradually  enlarged  horizon  of  natural 
history.  From  the  kindergarten  the 
life  histories  of  plants  and  animals  are 
discussed.  With  the  training  in  higher 
grades  many  botanical  phenomena  are 
observed.  Zoological  development  is 
slowly  evolved  and  the  various  types 

74 


The  Age  of  Chivalry 

of  animals  are  discussed.  There  is 
never  hesitancy  in  describing  those 
creatures  born  from  an  egg  hatched 
without  the  mother's  body,  or  those 
born  partially  developed  like  the  mar- 
supials, or  the  living  young  brought 
forth  from  the  egg  developed  within 
the  mother's  body.  The  necessity  of 
keeping  in  touch  with  a  child's  school 
work  is  well  exemplified  in  relation  to 
sex  education.  The  parent  is  in  the 
position  of  securing  fairly  exact  in- 
formation as  to  the  child's  vocabulary, 
the  extent  of  its  knowledge  of  natural 
phenomena.  The  reading  of  litera- 
ture supplies  many  words  that  parents 
might  w^ll  explain  unless  the  child  ap- 
pears to  have  a  full  understanding  of 
their  meaning.  To  grow  up  intellec- 
tually with  one's  children  requires  un- 
usual patience  and  devotion,  but  the 
results  are  most  stimulating. 
From  the  simple  tales  of  the  early 

7S 


Sex   Education 

age  there  now  arise  the  complex  prob- 
lems relating  to  conception  as  demon- 
strated through  a  study  of  pollination. 
Opportunity  presents  itself  for  ex- 
plaining the  essential  masculinity  of  the 
stamens  and  the  particular  femininity 
of  the  pistils.  Slowly  fact  by  fact  is 
added  until  the  child  understands 
that  the  pollen  represents  the  life  giv- 
ing principle  of  the  male  portion  of 
the  plant.  Only  by  transference  of  the 
pollen  granules  to  the  pistil  is  there  a 
possibility  of  further  plant  life.  Cleav- 
age of  a  flower  soon  shows  the  ovules 
hidden  away  within  the  ovary  and  the 
necessity  of  the  protection  of  the  egg  is 
apparent.  The  clouds  of  pollen  and 
the  limitation  of  the  number  of  the 
ovules  suggests  a  condition  that  holds 
true  throughout  the  living  world. 
With  the  higher  development  of  life  it 
is  notable  that  the  number  of  eggs  will 
be  decreased.     The  multitude  of  fish 

76 


The  Age  of  Chivalry 

eggs  gives  way  to  the  small  nestings  of 
the  birds.  The  litter  gives  way  to  a 
child  or  occasionally  more. 

The  ovary  and  its  egg  or  ovule  is 
analogous  to  similar  organs  in  the 
human  species.  The  tiny  ovule  by  it- 
self can  not  bring  forth  new  life.  It  is 
but  a  potential  seed  requiring  the  de- 
velopment of  the  pollen  down  the 
pistil  until  the  life-giving  principles  of 
each  have  fused  together.  Then  and 
then  only  is  a  seed  found  capable  of 
transmitting  life,  under  proper  en- 
vironment. All  life  comes  from  the 
egg.  And  the  fertilization  of  the  egg 
is  an  essential  factor  of  reproduction. 

The  boy  with  seminal  emissions 
must  appreciate  that  semen  is  teeming 
with  the  life-giving  sperm  cells.  The 
girl  should  understand  the  relation  be- 
tween menstruation  and  ovulation — 
menstruation  is  practically  a  periodic 
preparation  for  maternity.     An  ovum 

77 


Sex   Education 

(egg)  is  released  from  the  ovary. 
Conception  is  impossible  while  sperm 
and  ovum  fail  to  unite.  In  a  very 
limited  sense  the  stigma  and  anthers 
are  analogous  in  function  to  the  external 
organs  of  generation,  merely  serving 
for  the  transmission  and  reception  of 
pollen,  while  the  essential  embryonal 
processes  are  developed  within  the 
floral  ovary. 

While  especial  reference  is  made 
to  the  botanical  facts,  it  must  not  be 
imagined  that  this  can  be  told  in  a  day 
or  a  week  or  a  month.  It  may  take  the 
entire  period  of  chivalry  to  allow  all 
the  facts  to  get  to  the  child.  It  is  par- 
ticularly important  to  remember  that 
questions  must  be  freely  and  frankly 
answered.  If  false  modesty  is  thrown 
aside  and  parental  responsibility  as- 
sumes command  of  the  situation  there 
will  be  little  difficulty  in  finding  words 
to  explain  any  of  the  facts  of  life  con- 

78 


The  Age  of  Chivalry 

cerning  which  the  child  seeks  light. 
Human  knowledge  is  not  unlimited 
and  if,  as  may  often  occur,  the  child 
asks  a  question  that  the  parent  does 
not  really  know  how  to  answer,  there 
is  all  the  greater  reason  for  the  par- 
ent to  make  honest  admission  of  ignor- 
ance with  the  promise  to  give  the  in- 
formation as  soon  as  it  may  be  secured. 
As  an  example  of  interest  and  indus- 
try to  the  child  it  becomes  important 
to  ascertain  the  facts  necessary  to  sup- 
ply the  desired  answer. 

During  this  period  of  life  it  is  but 
natural  that  the  sharpened  observa- 
tion of  children  should  lead  to  in- 
quiries regarding  the  human  form. 
Here  again  straightforward  replies  are 
imperative.  In  the  latter  part  of  this 
era  the  gang  spirit  is  growing  and  the 
opportunity  for  securing  information 
from  companions  is  increasing.  The 
slightest    hesitancy    of    the    parent   is 

79 


Sex  Education 

noted,  evasions  are  readily  appreciat- 
ed and  falsehoods  are  quickly  detected. 
Many  parents  place  themselves  in  re- 
grettably false  positions  and  often  ap- 
pear ridiculous  to  their  children  in 
the  light  of  the  vulgar  explanations  of 
sex  physiology  as  acquired  from  extra- 
parental  sources. 

The  longer  that  parents  postpone 
giving  sex  truths  to  their  children  the 
longer  will  youthful  imaginations  be 
exercised.  Misconceptions  and  vul- 
garity increase  the  sense  of  shame  and 
break  down  any  confidence  which  pre- 
viously may  have  existed.  Silence  on 
sexual  themes  breeds  an  independence 
of  the  home  for  the  very  information 
that  may  best  be  given  in  the  home. 

There  is  too  often  a  fear,  latent  or 
manifest,  that  the  real  facts  of  life  may 
be  presented  before  the  child  is  pre- 
pared to  receive  them.  This  attitude 
80 


The  Age  of  Chivalry 

is  perhaps  natural  in  view  of  the  his- 
tory of  our  methods  of  education. 

It  is  needless  to  point  out  that  our 
fears  regarding  the  mental  prepared- 
ness of  childhood  does  not  extend  to 
the  study  of  mathematics,  history,  geo- 
graphy, or  natural  history.  These  are 
impersonal  subjects  and  so  there  ap- 
pears to  be  little  danger  in  securing  a 
graduated  curriculum  that  builds  up 
step  by  step  the  knowledge  that  is 
deemed  essential  to  the  welfare  of  the 
child  and  the  community 

The  careful  instillation  of  sex  in- 
formation over  a  period  of  years  pro- 
duces a  preparedness  for  each  addi- 
tional fact.  The  fact  that  children 
ask  questions  suggests  that  they  are 
prepared  to  receive  an  adequate  re- 
sponse. Thought  precedes  the  ques- 
tion and  other  thoughts  will  follow 
whether  there  is  or  is  not  a  direct 
answer.  The  purpose  of  prompt  and 
8i 


Sex   Education 

correct  replies  is  to  ensure  the  proper 
training  of  the  mind  so  that  later  judg- 
ments may  be  based  upon  facts  rather 
than  upon  imagination  or  tradition. 

71ie  fear  for  the  child's  welfare  is 
all  too  frequently  merely  an  excuse  for 
the  parent  who  is  not  prepared  to  give 
the  instruction  or  who  mistrusts  his 
ability  to  express  the  truths  in  terms 
comprehensible  to  the  child. 

Masturbation  requires  personal  at- 
tention more  during  the  last  years  of 
this  age  of  chivalry  than  at  any  other 
time.  It  is  the  opportunity  of  prevent- 
ing the  habit  that  presents  itself. 
Younger  boys  learn  the  practice  from 
older  boys  and  loose  companionships 
at  puberty  are  dangerous.  Guidance 
against  this  practice  may  well  be  anti- 
cipatory. By  calling  attention  to  the 
necessity  of  caring  for  the  genital  or- 
gans so  as  to  preserve  their  health,  by 
encouraging  general  ideals  of  cleanli- 
82 


The  Age  of  Chivalry 

ness  much  may  be  accomplished.  The 
damage  of  this  solitary  vice  is  visited 
upon  the  nervous  system  and  the  psy- 
chic centers.  The  warnings  coupled 
v^ith  threats  of  physical  punishment 
are  of  little  avail.  Appeals  to  self-re- 
straint, self-respect  and  on  the  grounds 
of  health  are  of  far  greater  value. 
Calling  upon  pride,  ambition  and  man- 
liness has  more  potential  power  where 
there  is  added  thereto  an  intelligent 
discussion  of  the  interrelation  of  the 
general  health  of  the  body  and  the 
health  of  all  its  parts.  To  cause  chil- 
dren to  realize  that  the  accomplish- 
ment of  their  desires  and  ideals  de- 
pends upon  their  freedom  from  self- 
handling  gives  an  impetus  to  self-con- 
trol that  is  otherwise  lacking.  Some 
precocious  youths  secure  additional 
strength  in  the  idea  that  their  poten- 
tial paternity  may  be  sacrificed 
through  the  stimulation  of  their  sexual 

83 


Sex   Education 

selves  at  this  period  of  immaturity. 

Abnormal  sexual  excitation  may- 
occur  from  immoral  plays,  suggestive 
books,  or  the  amorous  relations  engen- 
dered by  close  contact.  Oversight  can- 
not be  constant.  Giving  advice  in  neg- 
atives grows  oppressive.  The  con- 
structive suggestions  as  to  music,  plays, 
and  reading  are  distinctly  helpful.  The 
encouragement  of  open  air  activities 
and  outdoor  sports,  fostering  the  col- 
lecting instincts  and  developing  interests 
that  are  not  self-centered  help  to  lessen 
the  distressing  effects  of  unrestrained 
emotionalism  and  guard  against  the 
likelihood  of  later  sensuality.  There 
is  unconsciously  developed  a  power  of 
inhibition  of  sexual  impulses.  The 
immoral  tendencies  are  limited  in  their 
expression.  Physical  health  is  in- 
creased. Idleness  is  discouraged.  The 
expanding  consciousness  is  guided  in- 
to safe  waters.     Self-control  and  self- 

84 


The  Age  of  Chivalry 

direction  are  developed  widiout  lay- 
ing stress  upon  the  morbid  pictures  of 
the  results  of  self-abuse. 

While  elementary  school  education 
characterizes  this  period  of  childhood, 
the  Sunday  school  also  plays  its  part  in 
developing  high  ideals  and  in  inculca- 
ting the  virtues  of  chastity,  love,  and 
reverence.  The  power  of  religion  is 
excellent  in  causing  the  evolution  of 
moral  and  ethical  concepts  protective 
and  sustaining  in  nature.  Unfortunate- 
ly the  period  of  Sunday  school  influ- 
ence usually  ceases  at  the  time  it  is 
most  needed.  The  indecision  and  in- 
stability of  puberty  require  the  con- 
tinuance of  religious  influences  beyond 
the  period  of  confirmation.  The  in- 
termittency  of  ethical  and  religious 
instruction  w^eakens  its  power  as  a 
guiding  principle.  A  consciousness  of 
the  sacredness  of  human  life  affords 
additional  strength  to  boys  and  girls, 


Sex   Education 

enabling    tliem    to   withstand    tempta- 
tion out  of  fear  of  God,  when  the  per- 
sonal danger  makes  no  appeal  to  them. 
As  this  is  an  age  of  emotion  and  senti- 
ment the  power  of   religion  deserves 
greater  recognition.     The  parents  by 
taking  cognizance  of  this  phase  of  edu- 
cation have  renewed  powers  for  estab- 
lishing morality  on  the  highest  basis. 
By  giving  thought  to  boys,  the  in- 
terests   of    girls    will    be    subserved. 
Males  are  the  sexual  aggressors.     By 
lessening  the  number  of  the  invading 
force  the  defense  of  the  girls  will  be 
strengthened.       Honor    and    chivalry 
founded  on  love  are  readily  established 
at  this  age.    Building  up  this  structure 
upon  the  foundation  of  the  home  calls 
forth  a  new  reaction.    To  make  a  child 
realize  that  the  honor  of  the  family 
rests  upon  him  develops  a  new  respon- 
sibility.    Pride  in  family  is  essentially  l 
protective  against  vice.     The  counsel 
86 


The  Age  of  Chivalry 

to  so  conduct  themselves  toward  other 
boys  and  girls  as  they  would  desire  to 
have  their  brothers  and  sisters  and 
mother  and  father  treated,  places  be- 
fore childhood  a  plane  of  action  that 
tends  to  prevent  moral  retrogression. 
Such  advice  is  particularly  valuable 
when  parents  and  children  must  be 
separated.  The  constant  presence  of  a 
parental  guiding  spirit  is  a  safeguard 
for  the  child  living  at  a  boarding 
school,  where  supervision  is  lax  and 
where  the  herding  of  either  sex  tends 
to  increase  the  possibilities  of  sexual 
transgressions. 

The  consciousness  of  approaching 
manhood  and  womanhood  afifords  a 
point  of  contact  that  reacts  to  intelli- 
gent development.  The  creation  of 
the  highest  ideals  brings  about  a  sort 
of  absentee  system  of  control.  The 
qualities  of  manliness  and  womanliness 
appeal  to  children.    Imitation  has  be- 

87 


Sex   Education 

gun  to  yield  to  motivated  conduct. 
Chivalry  as  the  result  of  mere  emotion- 
alism gradually  gives  place  to  chivalry 
arising  from  an  intelligent  conception 
of  its  value  and  purpose. 

Knowledge  has  been  gradually  ac- 
quired. Sentiment  has  evolved  from 
emotion.  Moral  standards  are  ready 
for  birth  through  labored  judgment. 

The  long  period  of  sex  instruction 
is  beginning  to  bring  its  desired  results 
— merely  beginning  because  character 
is  still  in  process  of  evolution.  Drum- 
mond  has  struck  the  keynote  of  every 
program  for  sex  instruction  in  stating 
"The  function  of  education  is  to  guide 
the  intellect  into  a  knowledge  of  right 
and  wrong,  to  supply  motives  for  right 
conduct,  and  to  furnish  occasions  for 
the  exercise  by  which  alone  can  moral 
habits  be  cultivated." 


88 


THE  AGE  OF 
CIVIC  AWAKENING 


Ill 

THE  AGE  OF 
CIVIC  AWAKENING 


THE  period  of  civic  awakening  in 
turn  marks  a  further  develop- 
ment of  character.  The  child  in 
beginning  adolescence  appreciates  that 
he  is  part  of  a  community.  The  world 
of  ideas  has  expanded.  No  longer  is 
the  sharp  focus  on  himself.  His 
thoughts  are  less  centripetal.  There  is 
a  realization  of  the  world  outside  of 
the  home  and  a  recognition  of  the  fact 
that  competition  is  going  on  in  it. 

The  idea  of  partnership  in  life 
makes  itse<lf  strong.  The  thoughts  of 
future  marriage  already  occupy  a  share 
of  the  mental  horizon.  There  is  al- 
ready pictured  the  joys  of  a  home,  to- 
gether with  service  toward  husband, 

91 


Sex   Education 


wife  or  children.  It  is  really  the  day 
of  many  loves.  No  mere  romance 
satisfies,  but  there  must  be  completion 
if  possible.  How  many  engagements 
are  thus  made  to  be  broken?  It  is  the 
age  of  awakened  sex  power  that  de- 
velops the  coquette  or  the  troubadour, 
the  fickle  lover,  or  the  devoted  slave. 

The  awakening  is,  however,  all  de- 
signed to  view  the  future.  The  under- 
standing of  the  relation  of  the  individ- 
ual to  the  community  or  the  State  is 
slowly  coming  to  play  a  part  in  the  in- 
dividual's life.  The  desire  to  vote,  to 
have  a  home  of  one's  own,  to  take  a 
place  in  the  affairs  of  the  world  marks 
the  arrival  of  the  child  to  a  plane  of 
emotions  that  will  enable  a  parent  to 
make  an  appeal  to  the  altruistic  senti- 
ments. How  wonderful  becomes  the 
sense  of  power  on  realizing  that  each 
individual  is  laden  with  responsibility 
for  the  health  morals,  and  progress  of 
92 


The  Age  of  Civic  Awakening 

many  others.  Not  preservation  of  self 
for  self  but  self  preservation  to  protect 
others  becomes  a  new  incentive.  The 
selfish  idea  in  the  prevention  of  disease, 
physical  or  moral,  takes  on  an  altruistic 
aspect.  Self-happiness  at  last  begins  to 
recognize  that  it  includes  and  depends 
upon  the  happiness  of  others. 

To  the  parent  who  has  guided  his 
child  wisely  during  the  age  of  mythol- 
ogy and  the  age  of  chivalry  there  will 
be  no  difficulty  in  making  a  marked  ad- 
vance during  the  third  period  of  child 
life.  The  habit  of  giving  instruction 
and  advice  will  have  given  the  parent 
new  force,  courage,  confidence  and  de- 
termination. The  child  accustomed  to 
friendly  discussion  with  its  parents  ap- 
preciates more  than  ever  the  benefits 
conferred  by  it.  There  is  greater  re- 
spect for  parental  opinions.  With  the 
birth  of  reason  there  is  at  least  the  argu- 
ment from  authority  of  the  parent  to 

93 


Sex  Education 

offset  the  fallacious  and  foul  arguments 
that  are  so  current  among  adolescents 
between  the  ages  of  fifteen  and  twenty- 
one.  With  adequate  foundations  es- 
tablished^ during  previous  years  the  ad- 
vance of  sex  instruction  is  facilitated 
and  obstacles  are  scarcely  noted.  There 
is  much  toil  and  suffering  for  the  par- 
ent who  must  jump  into  the  trough  of 
the  sea  of  sex  lore  to  rescue  his  mis- 
guided child,  struggling  to  keep  afloat. 
The  time  to  plan  rescue  is  before  the 
catastrophe  occurs.  If  the  parent  feels 
unable  to  give  all  the  essential  facts 
at  this  time,  direct  or  indirect  co- 
operation should  be  solicited.  The 
physician  of  the  family  might  w^ell 
serve  to  instruct  the  parent  instead  of 
the  child.  Otherwise  the  parent 
should  advise  the  youngster  that  he  is 
being  sent  to  a  medical  authority  be- 
cause it  is  essential  that  he  secure  as  full 
information  as  possible.    After  advice 

94 


/^ 


The  Age  of  Civic  Awakening 

by  the  doctor,  it  is  very  valuable  to  ask 
the  boy  or  girl  to  tell  what  in  general 
was  told  by  the  medical  counsellor. 
Keep  up  the  closeness  of  contact  with 
the  child. 

A  bit  of  tradition  that  needs  to  have 
particular  attention,  is  the  statement 
that  sexual  intercourse  is  essential  to 
masculine  health.  This  j^falsg,  save 
possibly  for  a  few  men  with  undevelop- 
ed wills  and  overdeveloped  sexual  or- 
ganization. This  latter  type  is  so  un- 
usual as  to  be  negligible.  The  use  of 
the  sexual  organs  is  not  essential  for  the 
preservation  of  their  function.  The  po- 
tency of  an  individual  is  far  more  en- 
dangered through  sexual  indiscretions 
than  by  adherence  to  continence.  The 
needs  of  the  man  who  has  freely  in- 
dulged in  sexual  life  are  not  to  be  con- 
sidered. (I  repeat,  that  there  is  no 
more  necessity  for  a  boy  to  indulge  in 
sexual  life  than  there  is  for  girls.)  Sex 

95 


IV 


Sex  Education 

purity  is  not  alone  compatible  with 
health,  but  health  is  far  more  likely  to 
result  from  adherence  to  sexual  abstin- 
ence than  from  submission  to  those  im- 
pulses that  generally  lead  to  medica- 
tion. Establishing  this  advice  upon  a 
merely  physical  basis  omits  the  moral 
degeneration  that  accompanies  the  idea. 
No  matter  what  the  personal  experi- 
ence of  the  father  may  have  been,  he 
has  a  duty  to  his  boy  to  protect  him 
from  disease.  Therefore,  he  should 
give  his  son  the  advantage  of  his  knowl- 
edge. If,  after  the  warning  words  have 
been  given,  the  boy  elects  to  travel 
along  the  road  toward  impotence,  steril- 
ity, or  disease,  at  least  he  will  never  be 
able  to  cry  out  "Why  didn't  my  father 
tell  me?"  After  puberty  has  fully  de- 
veloped and  adolescence  is  fully  under 
way,  there  will  be  frequent  admoni- 
tions, or  at  least  the  necessity  for  warn- 
ings against  the  siren  call  that  sexual 

96 


The  Age  of  Civic  Awakening 

.ndulgence  is  an  essential  characteristic 
of  manliness  and  is  requisite  for  health 
and  vigor. 

By  the  time  that  a  boy  has  thought 
of  shaving  as  an  imminent  necessity,  he 
has  heard  another  false  piece  of  sex  lore 
to  the  effect  that  gonorrhea  is  nothing 
worse  than  a  slight  cold.  Of  all  sex  doc- 
trine this  is  the  most  serious  and  in- 
defensible. In  order  to  counteract  the 
influence  of  this  pernicious  lie,  the 
father  should  tell  his  son  of  the  nature 
and  dangers  of  the  venereal  diseases. 
Not  alone  should  stress  be  placed  upon 
the  personal  results  of  the  venereal 
diseases,  but  more  particularly  should 
the  boy  learn  that  these  diseases,  so  diffi- 
cult to  cure,  are  a  possible  source  of  in- 
fection of  his  mother  and  sisters  and  of 
the  portion  of  the  community  in  which 
he  lives. 

There  is  no  divine  right  of  sensu- 
ality.   The  physical  necessity  of  sexual 

97 


Sex  Education 

life  is  no  more  definite  for  boys  than 
for  girls.  Certainly  the  vicious  sensu- 
ality of  the  immature  youths  can  rally 
no  defenders.  Chastity  for  man  ap- 
pears to  be  difficult  because  of  the  U^adi- 
tional  freedom,  goading  our  youths  to 
licentiousness.  The  defense  of  the 
necessity  of  sexual  life  for  the  male  is 
offered  as  an  excuse  for  the  gratifying 
of  desires  that  are  stimulated  by  the 
outrageous  untruths  that  are  circulated 
among  youths.  Little  wonder  that 
Dubois  exclaims: 

"What  astounds  me,  what  revolts  me,  is  to 
see  the  complacency  with  which  libertinism  is 
regarded  by  the  educated  classes,  whom  one 
would  expect  to  be  protected  by  their  intellectual 
culture." 

Such  license  is  permitted  to  thrive, 
without  check  or  even  attempt  at  strenu- 
ous opposition,  because  of  the  failure 
of  intelligent  parents  to  realize  the  im- 
mense amount  of  damage  resulting  to 
manhood  and  womanhood. 
q8 


The  Age  of  Civic  Awakening 

The  physical  aspect  of  venereal 
diseases  abounds  in  unpleasantness. 
The  "black  plagues,"  as  they  are  termed, 
are  constantly  present  in  our  commun- 
ity. Venereal  disease  is  far  more  prev- 
alent than  tuberculosis  though  its 
direct  mortality  rate  is  low.  There  is 
always  the  danger  of  infection  of  the 
innocent  friend,  playmate,  sister,  wife 
or  mother  that  makes  the  black  plagues 
especially  serious.  The  infected  child 
may  rob  himself  of  health.  Perchance 
blindness  may  occur,  stiff  joints  result, 
or  a  heart  become  diseased  beyond  re- 
pair. This  is  but  a  faint  suggestion  of 
the  personal  dangers.  The  moral  de- 
generation that  ensues  lowers  ideals  and 
weakens  faith  in  humanity.  The  im- 
mediate dangers  may  be  slight  and  the 
brunt  of  the  latent  fire  may  sear  middle 
age.  As  Colton  remarked:  "The  ex- 
cesses of  our  youth  are  drafts  upon  our 

99 


Sex  Education 

old  age,  payable  with  interest,  about 
thirty  years  after  date." 

The  venereal  peril  is  unfortunately 
not  limited  to  the  male  aggressor  but 
the  innocent  victim  or  the  puella  pub- 
lica  is  also  subjected  to  infection. 
Disease  of  the  genital  organs  of  girls  is 
far  more  serious,  leading  often  to 
chronic  invalidism,  sterility,  or  the 
operating  table.  The  kiss  of  afifection 
may  be  laden  with  disease  and  innocent- 
ly acquired  infection  may  result.  The 
health  of  others  is  endangered  as  the  re- 
sult of  straying  into  poisoned  paths, 
seeking  the  gratification  of  personal  de- 
sires founded  on  imaginative  ignorance. 

In  marriage  the  indiscretions  of 
youth  may  be  visited  upon  wife  or 
child.  Congenital  idiocy,  hydroceph- 
alus, or  syphilitic  infants  bear  witness  to 
the  riotous  sex  conduct  of  youth.  The 
unnecessary  blindness   of   infants,   the 

lOO 


The  Age  of  Civic  Awakening 

frequent  miscarriages,  the  one-child 
marriages  are  part  of  the  toll  of  the 
venereal  diseases.  Insanity,  immorality, 
and  crime  as  well  as  disease  flourish  as 
a  result  of  ignorance  of  the  dangers  of 
indiscriminate  sexual  misconduct.  The 
sense  of  duty  of  man  to  the  community 
is  slowly  awakening.  Fiske  prophet- 
ically wrote:  "Man  is  slowly  passing 
from  a  primitive  social  state  in  which 
he  was  little  better  than  a  brute,  to- 
ward an  ultimate  social  state  in  which 
his  character  shall  have  become  so 
transformed  that  nothing  of  the  brute 
can  be  detected  in  it."  To  bring  about 
this  millennium  requires  the  heartiest 
co-operation  of  parents. 

In  this  period  of  civic  awakening 
the  youths  must  be  taught  their  moral 
obligations  to  the  community.  Self- 
control  should  be  built  up  through 
the  establishment  of  ethical  standards. 
The  necessity  of  self-control  in  prep- 

lOI 


Sex   Education 

aration  for  marriage  warrants  free  dis- 
cussion of  the  questions  relating  to  the 
standards  of  morality.  A  single  stan- 
dard of  morality  for  the  sexes  is  impera" 
tive  for  social  betterment.  It  is  physi- 
ologically and  psychologically  possible 
as  well  as  economically  desirable.  Few 
adolescents  fail  to  see  the  importance  of 
chastity  for  women,  and  honest  parental 
discussion  will  aid  them  to  grasp  the 
equal  importance  of  chastity  for  men. 

If  a  father  has  maintained  the  con- 
fidence of  his  son  there  will  be  no  diffi- 
culty of  discussing  freely  with  the  ma- 
turing young  man  the  importance  of 
the  single  standard  of  morals  for  the 
community,  and  that  standard  the  one 
now  exacted  by  men  of  the  opposite  sex. 
Honest  discussion  of  the  problems  of 
alcoholism,  of  prostitution,  the  white 
slave  problem,  the  immediate  and  re- 
mote efifects  of  the  venereal  diseases  up- 
on the  individual  affected  and  the  com- 

102 


The  Age  of  Civic  Awakening 

munity,  are  fruitful  in  building  up  in 
a  man-boy's  mind  an  intelligent  concep- 
tion of  the  hygiene  of  sex,  particularly 
on  the  prophylactic  side.  Recourse  to 
anatomical  museums  may  be  of  inestim- 
able value  In  training  some  young  men, 
by  impressing  upon  their  minds, 
through  the  vision,  the  horrible  nature 
and  extent  of  the  personal  physical  rav- 
ages of  the  venereal  diseases. 

The  necessity  of  a  man  entering 
wedlock  free  from  physical  disease,  de- 
mands ever  increasing  thought,  and  this 
will  be  given  in  time  by  all  fathers  as 
the  demand  for  certificates  of  health  pre- 
vious to  marriage  becomes  more  gen- 
eral throughout  the  country.  At  the 
time  of  mental  projection,  when  the 
young  son  begins  to  picture  his  own 
home,  surrounding  himself  with  all  the 
joys  of  a  wife  and  children,  the  father 
has  the  natural  opportunity  to  impress 
his  son  with  the  obligation  that  devolves 
103 


Sex  Education 

upon  him  to  bring  to  that  fancied  home 
a  full  measure  of  health  and  vitality. 
The  story  of  preventable  blindness  may 
be  told;  the  dangers  of  infection  of  the 
wife  by  the  dissolute  husband  may  be 
recounted;  the  unhappiness  resulting 
from  masculine  sterility  warrants  full 
comment.  In  brief,  the  boy  should  re- 
ceive from  his  father  the  true  statement 
of  facts  to  which  he  is  entitled  as  part  of 
his  education  for  life.  It  is  not  de- 
manded that  fathers  be  eugenists  or 
wiseacres  on  sex  topics  and  their  cor- 
related phenomena,  but  it  is  only  fair 
that  they  should  not  dodge  their  respon- 
sibilities, or  make  mystery,  or  foster 
darkness  where  there  is  no  mvsterv  and 
where  light  abounds. 

The  theory  that  wiia  oars  must 
be  sown  by  males  has  accomplished 
the  physical,  mental,  and  moral 
downfall  of  many  of  our  finest  youths. 
It  has  brought  about  the  corruption  of 
104 


The  Age  of  Civic  Awakening 

many  of  our  girls.  Through  this  dia- 
bolical tradition  homes  have  been  de- 
spoiled, bodies  wrecked,  minds  weak- 
ened and  souls  destroyed.  Parents  fail 
to  place  the  beacon  so  necessary  to  point 
out  this  destructive  rock.  Wild  oats 
flourish  because  a  double  standard  of 
morality  is  tacitly  accepted  as  true. 
And  the  double  standard  of  mor- 
ality is  condoned  as  a  result  of  the 
ill  founded  belief  that  continence  is  in- 
compatible with  masculine  health.  In 
this  worship  of  false  gods  countless 
young  men  and  women  are  sacrificed. 
Parental  education  can  lessen  this  un- 
holy tribute.  If  the  imagination  of 
youths  is  fired  and  desire  is  warmed  un- 
til it  breaks  its  bonds,  the  power  of  the 
will  to  govern  and  restrain  will  be  over- 
come. The  will  needs  ammunition  to 
enforce  the  mandates  of  a  developing 
conscience.  The  development  of  self- 
respect,  of  an  interest  in  future  attain- 
105 


i 


Sex  Educatior 

ments,  of  a  desire  for  a  clean  home,  of 
the  appreciation  of  eugenic  principles, 
of  an  understanding  of  the  interrelation 
of  personal  welfare  and  the  betterment 
of  the  human  race  open  avenues  of  ap- 
proach to  the  growing  mind  that  will 
strengthen  the  will.  By  thus  attacking 
the  problem  the  will  may  be  enabled 
to  withstand  the  blandishments  of  wine, 
women  and  song  and  masculine  tradi- 
tions. 

Moral  stamina  must  be  created  in 
order  to  effectively  sustain  the  intelli- 
gent conviction  that  illicit  sexual  in- 
dulgence is  physically  dangerous,  men- 
tally weakening  and  morally  wrong. 
Opposing  the  physical  stress,  mental 
surrender  and  moral  struggle  there 
must  be  aligned  manly  courage,  firm 
determination  and  strong  character. 

Honest  discussion  by  parents  of  the 
dangers  of  conception,  the  curse  of 
illegitimacy,  the  viciousness  of  abor- 
fio6 


% 


The  Age  of  Civic  Awakening 

tions,  the  stigma  of  immorality  will 
create  an  attitude  of  mind  that  will 
strengthen  the  moral  fibres  of  woman- 
hood. Such  physical  references  sound 
gross,  possibly  revolting,  but  frequently 
they  may  be  necessary  where  moral 
training  has  not  established  a  high 
standard  of  conduct.  Fortunately  girls 
have  a  higher  instinctive  morality  than 
boys.  They  are  not  subjected  to  the 
pressure  of  immoral  sex  lore. 

The  ethical  training  of  girls  should 
be  directed  and  guided  so  that  the  high- 
est ethical  standards  will  be  essential  to 
their  happiness.  The  necessity  of  ex- 
acting, as  far  as  may  be  possible,  the 
single  standard  of  morality  from  their 
male  companions  should  be  urged. 
They  should  understand  the  value  of 
chastity  as  it  relates  to  husbands,  homes 
and  future  children.  The  demand  for 
a  single  standard  of  morality  by  women 
will  hasten  its  arrival.  The  emotional 
107 


:ftL. 


Sex   Education 

side  of  women's  nature  lends  vigor  to 
their  campaign  for  ideals.  The  estab- 
lishment of  ethical  concepts  among 
girls  is  easier  by  virtue  of  the  lack  of 
destructive  influences  that  surge  about 
boyhood.  The  sex  barriers  that  exist 
among  women  form  a  protecting  wall 
that  enables  them  to  accumulate  will 
power  sufficient  to  live  up  to  their 
ideals  with  far  less  struggle  than  besets 
their  brothers. 

The  male  is  the  essential  factor  in 
the  sex  problem. 

In  the  preparation  for  parenthood 
both  sexes  require  education.  To  se- 
cure the  most  permanent  results  that 
may  ensure  marital  felicity  and  lessen 
disease,  desertion,  and  divorce,  direct 
instruction  in  the  sins  of  society  becomes 
necessary.  "The  diseases  of  Society 
can,  no  more  than  corporal  maladies, 
be  prevented  or  cured  without  being 
spoken  about  in  plain  language"  wrote 
io8 


The  Age  of  Civic  Awakening 

John  Stuart  Mill.  With  the  reading 
of  literature,  with  the  daily  digest  of 
news  of  the  day  the  minds  of  adoles- 
cents are  crowded  with  the  facts  of 
every-day  life.  The  theatre,  the  ser- 
mons, the  clubs,  the  sewing  circles  give 
ample  opportunity  for  securing  the 
facts  pertaining  to  sex  life.  Is  there  any 
reason  for  parents  to  sit  idly  by  and 
watch  and  await  developments?  Far 
more  rational  is  it  for  parents  to  seize 
their  opportunities  as  they  arise  andgive 
the  counsel  so  valuable  to  guide  the 
collapsible  craft  into  a  safe  haven. 

The  education  by  parents  during 
this  age  meets  with  most  active  compe- 
tition. Fraternities,  sororities,  clubs, 
sewing  circles,  dancing  classes,  board- 
ing schools,  and  similar  organizations 
give  new  fields  for  self  expression.  The 
interaction  of  minds  from  homes  of  all 
types  determines  the  final  evolution  of 
the  character  of  the  adolescent.  The 
109 


Sex  Education 

power  of  companions  for  good  or  for 
evil  is  tremendous.  There  is  no  way 
of  estimating  the  effect  of  companion- 
ship. One  can  only  safeguard  boys  and 
girls  at  this  period  of  awakening  by  en- 
couraging them  to  seek  out  as  friends 
those  glorying  in  high  ideals,  backed 
up  with  judgment  and  fortified  by  the 
courage  of  intelligent  convictions. 
"The  entire  very  powerful  effect  of  ex- 
ample," penned  Schopenhauer,"  rests 
on  the  fact  that  the  man  as  a  rule  has 
too  little  faculty  of  judgment,  often, 
also,  too  little  knowledge  to  explore 
his  way  himself,  and  hence  is  he  glad  to 
tread  in  the  footsteps  of  others."  Inas- 
much as  the  greater  part  of  the  life  of 
adolescents  is  spent  beyond  the  range  of 
parental  vision,  the  value  of  retaining 
confidence  and  interchanging  opinions 
with  children  becomes  enhanced.  In  a 
letter  to  his  seventeen-year-old  son, 
Chesterfield   vv^rote    frankly,    "111    ex- 

IIO 


The  Age  of  Civic  Awakening 

ample  is  of  itself  dangerous  enough; 
but  those  who  give  it  seldom  stop  there. 
They  add  their  infamous  exhortations 
and  invitations  and  if  they  fail  they 
have  recourse  to  ridicule  which  is  hard- 
er for  one  of  your  age  and  inexperience 
to  withstand  than  either  of  the  former." 
And  wisely  did  he  further  state  that 
such  companions  "are  at  once  the  sup- 
port, the  terror,  and  the  victims  of  the 
bawdy  houses  they  frequent.  These 
poor  mistaken  people  think  they  shine, 
and  so  they  do  indeed ;  but  it  is  as  putre- 
faction shines  in  the  dark." 

The  caution  to  cling  to  moral  ideals 
and  retain  a  steadfast  ethical  purpose 
must  be  frequently  administered  to  off- 
set the  influence  and  example  of  lewd 
companions.  For  the  sake  of  sociabil- 
ity unthinking  youth  swerves  all  too 
easily  from  the  paths  of  right  conduct. 
To  withstand  ridicule  is  difficult.  To 
fight  impending  ostracism  requires  deep 
III 


Sex  Education 

conviction  of  the  wortliiness  of  ideals. 
And  the  adolescent  finds  that  the  sex 
spirit  is  a  living  force.  Self-control 
may  be  wholly  within  his  power  but  to 
spare  himself  the  taunts  and  jibes  of 
those  who  assert  he  lacks  courage  and 
manliness,  he  voluntarily  yields  not  to 
impulse  but  to  the  desire  to  be  regarded 
as  one  of  the  boys.  The  wise  father  is 
able  to  forestall  this  surrender.  The 
moral  plane  should  be  upheld  and  this 
combat  with  tradition  anticipated. 
Right  living  is  manliness.  Having  the 
courage  of  ethical  convictions  is  the 
fruition  of  character  formation.  It  is 
essential  that  the  highest  moral  concepts 
be  incarnated.  The  wiles  of  the  lewd 
will  not  easily  lower  the  standards  of  a 
living  morality. 

The  flirtations,  the  clandestine 
meetings,  the  lascivious  dances  may  not 
result  in  harm  but  they  are  dangerous 
temptations.    To  be  sociable  and  to  es- 

112 


The  Age  of  Civic  Awakening 

cape  the  stigma  of  prig  or  prude  many 
girls  willingly  yield  some  of  their  self- 
respect.  The  mother  whose  wise 
counsel  is  always  available  knows  the 
pitfalls  endangering  her  sex  and  can 
protect  her  daughter. 

The  mantle  of  maternal  love  and 
guidance  should  constantly  be  about  the 
adolescent  girl.  Parental  alertness  and 
careful  choice  of  companions  coupled 
with  a  gradual  explanation  of  the  phys- 
ical and  emotional  phenomena  of 
adolescence  will  serve  to  develop  the 
faculty  of  intelligent  judgment.  The 
age  of  civic  awakening  will  end  with 
an  enlightened  manhood, knowing  good 
and  knowing  evil  but  capable  of  self- 
control  and  self-direction  in  accordance 
with  the  highest  standards  of  sex  mor- 
ality. The  selfish  personal  sexual  re- 
lations will  have  been  subordinated  to 
the  highest  motives.  The  age  of  dis- 
cretion that  supervenes  will  be  founded 

113 


Sex  Education 

on  the  realization  that  "None  of  us 
liveth  by  himself  and  no  man  dieth  to 
himself." 

There  will  eventuate  a  physico-men- 
tal  morality  that  will  understand  that 
sexuality  is  merely  the  expression  of  a 
creative  force.  The  development  of  the 
individual  and  the  progress  of  society 
require  that  this  force  be  expended 
wisely.  Service  to  the  community  is  a 
noble  exercise  of  the  creative  power. 
The  mental  development  of  the  per- 
sonal power  of  creative  expression  is 
attained  through  activity  in  music,  art, 
painting,  sculpture,  domestic  science, 
manual  work,  the  earnest  study  of  home 
making,  law,  medicine,  theology.  The 
body  must  receive  its  physical  care 
through  gymnastics,  athletic  games, 
calisthenics  or  other  procedures  that 
co-ordinate  the  neuromuscular  stimuli. 

Even  with  this  strong  body  and 
heightened  mentality,  morality  evolves 


The  Age  of  Civic  Awakening 

only  through  the  conscious  attention 
and  thoughtful  guidance  of  discerning 
parents. 


115 


CONCLUSION 

I 


IV 
CONCLUSION 


THE  program  of  instruction  as  out- 
lined in  the  previous  chapters  is 
essentially/personal  in  its  nature, 
and  must  be  followed  through  direct 
parental  instruction^ 

^ooks  are  not  of  much  value  during 
the  early  years  of  life) and  often  harm 
the  children  if^  given  during  the 
age  of  chivalry,  because  they  awaken 
thoughts  for  which  the  child's  men- 
tality is  not  prepared.^  Some  of  the 
books  suggested  for  cTiildren  are  dis- 
tinctly morbid  and  tend  to  give  false 
impressions  that  are  confusing  in  the 
light  of  the  lack  of  experience  with 
actual  sexual  life.  Books  may  even 
create  a  desire  for  personal  experiences 
that  are  fraught  with  danger.  Special 
iig 


Sex  Education 

books  in  the  hands  of  parents  are  most 
valuable  for  the  purpose  of  giving  ade- 
quate instruction  to  the  children. 

Parental  advice  is  not  always  fol- 
lowed in  any  walk  of  childish  endeavor, 
but  parents  do  not  refrain  from  offer- 
ing counsel  on  this  account.  CThe  best 
protecting  influence  that  children  can 
have  is  the  wise  parent  who  is  not 
afraid  to  impart  knowledge  regarding 
sex  hygiene  as  far  as  his  own  limitations 
permitT) 

Unless  parents  make  the  attempt 
to  prepare  children  adequately  for  a 
life  that  is  fraught  with  temptations, 
and  honestly  endeavor  to  strengthen 
their  wills,  parental  obligation  has  fail- 
ed to  establish4)arenthood  on  the  high- 
est standard  ;tthus  parents  are  in  every 
way  partially  responsible  for  every  sex- 
ual fault  or  indiscretion  of  children) 
It  represents  an  unconscious  alliance  of 
parenthood  with  disease  and  dissipa- 

I20 


Conclusion 

tion.  GThe  policy  of  silence  regarding 
sex  hygiene  must  cease,  and  fathers 
must  give  positive  constructive  infor- 
mation to  their  sons  at  the  times  that 
such  information  will  be  of  maximum 
benefit.  Mothers  must  consistently 
teach  their  daughters  the  truths  that 
are  so  necessary  for  the  maintenance  of 
their  physical  health  and  sexual  de- 
velopment. That  really  means  that  the 
education  of  children  in  sex  hygiene 
w^ill  be  supervised  by  the  parents  from 
infancy  to  maturity) 

Permit  children,  particularly  the 
boys,  to  secure  an  honest,  clean,  and 
scientific  interpretation  of  the  phe- 
nomena relating  to,  and  associated  with 
sex  characteristics,  the  origin  of  life, 
and  the  actual  facts  regarding  the 
hygiene  of  the  genital  organs.  Banish 
the  toilet  placards,  the  vulgar  tales,  the 
charlatans*  advertising  booklets,  the 
sexual   leader  of   the  gang,   the  lewd 

121 


Sex  Education 

companions,  the  prostitute,  as  the  fonts  of 
sex  information.  To  supplant  all  evil 
influences  is  impossible.  It  is  feasible 
to  introduce  the  father  to  the  son  as  a 
companion  and  friend  with  whom 
there  may  be  every  confidence  and  con- 
versation. It  is  desirable  to  permit 
mother  and  daughter  to  dwell  together 
in  trusting  and  confiding  companion- 
ship. It  is  possible  and  desirable  to 
induce  parents  to  live  up  to  their  ob- 
ligations as  parents.  The  way  of  the 
transgressor  is  hard,  but  far  harder 
should  it  be  for  parents  to  sit  quietly 
by  and  realize  that  but  for  their  silence 
the  transgression  and  its  train  of  evil 
and  suffering  might  not  have  occurred. 
In  self-defence  parents  should  build  up 
a  physical  structure  for  their  children 
that  will  not  crush  them  in  falling. 
Parents  should  be  the  steel  work  in  the 
concrete  building  of  sex  equilibrium. 
The  focusing  of  attention  upon  the 

122 


Conclusion 

subject  of  sex  instruction  is  not  designed 
to  give  to  the  subject  of  sex  any  abnor- 
mal position  in  the  affairs  of  the  world. 
Owing  to  the  many  years  during  which 
the  subject  has  been  entirely  overlook- 
ed and  neglected  it  has  been  necessary 
to  establish  a  distinct  literature  dealing 
with  sex  problems  in  a  sane,  sensible, 
educating  manner.  It  must  be  far  from 
the  desire  of  all  parents  to  create  a  mor- 
bid interest  in  the  subject  for  their 
children.  There  is  great  necessity, 
however,  of  appreciating  the  fact  that 
the  development  of  the  sexual  nature 
of  children  will  result  in  determining 
many  of  the  moral  characteristics  upon 
which  the  safety  of  the  community  de- 
pends. In  the  gradual  education  of 
children  a  plan  should  be  adopted  of 
making  sex  instruction  progressive 
from  infancy  to  maturity.  With  a 
graduated  scheme  of  education  the  in- 
cidental facts  necessary  for  the  forma- 
123 


Sex   Education 

tion  of  character  will  be  apperceived 
in  such  a  manner  as  to  limit  any  special 
prominence  of  this  phase  of  prepara- 
tion for  life.  There  is  no  tendency  to 
force  sexual  development,  there  is 
merely  guidance,  supervision  and  con- 
trol. Prudery  and  false  modesty  will 
not  be  fostered.  There  is  only  a  ra- 
tional endeavor  to  attempt  systematic 
and  thoughtful  education  rather  than 
continue  to  permit  a  laissez  faire  atti- 
tude that  throws  children  adrift  upon 
sexual  currents  that  may  cast  them  up 
as  wrecks  upon  shoals  or  reefs  or  rocky 
shores. 

During  the  age  of  mythology  the 
child  is  an  essentially  physical  creature 
and  the  mode  of  instruction  is  designed 
to  develop  the  senses  and  physical 
health. 

During  the  age  of  chivalry  the  emo- 
tional side  of  a  child's  nature  is  de- 
veloping at  a  rate  of  speed  that  is  really 
124 


Conclusion 

disproportionate  to  his  physical  pro- 
gress. There  should  be  regulation  of 
emotion  as  well  as  understanding  of  its 
deeper  significance,  and  sex  instruction 
at  this  period  is  designed  to  produce  a 
harmony  between  the  stimulating  emo- 
tions, the  physical  development  and  the 
sexual  ideation. 

The  period  of  civic  awakening  finds 
childhood  tending  toward  equilibrium. 
There  has  been  absorption  of  the  bare 
facts  concerning  life.  The  emotional 
waves  have  ceased  to  beat  upon  the 
child.  Mentality  has  developed  suffi- 
ciently to  permit  of  intelligent  judg- 
ments. The  moral  horizon  has  been 
widened  so  that  there  is  ability  to  see, 
appreciate,  and  understand  the  larger 
vistas  of  life.  It  is  possible  for  the  first 
time  to  appreciate  the  meaning  of  the 
age  of  discretion.  The  power  of  in- 
telligent choice  upon  questions  of  right 
and  wrong  is  based  upon  self-formu- 
125 


Sex  Education 

lated  criteria.  There  is  no  longer  the 
self-centered  individual,  nor  yet  the 
child  whose  life  belongs  merely  to  the 
family,  but  manhood  and  womanhood 
burdened  with  the  consciousness  that 
each  individual  is  a  cog  in  the  ma- 
chinery of  race  development.  Self-re- 
spect has  been  engendered  through  the 
expansion  of  the  sense  of  duty  to  self. 
Love  has  been  fostered  through  evolu- 
tion of  family  relations,  and  full  meas- 
ure of  responsibility  has  been  placed 
upon  the  souls  of  the  developed  and  ma- 
ture individuals  so  that  they  are  capa- 
ble of  appreciating  their  duties  to  the 
community  and  their  civic  relations. 

Sex  instruction  should  be  under- 
taken by  every  conscientious  parent. 
Knowledge  is  power  for  good  or  for 
evil.  ^The  use  to  which  sex  knowledge 
is  to  be  put  depends  upon  the  develop- 
ment of  the  will  of  the  child  so  that  up- 
on the  basis  of  correct  instruction  as  to 
126 


Conclusion 

sex  physiology,  psychology,  and  purpose 
he  may  know  evil  and  right  and  elect 
to  live  voluntarily  and  gladly  a  life  that 
will  not  jeopardize  himself,  his  par- 
ents, his  family  or  the  community  of 
which  as  child  and  man  he  is  such  an 
essential  parj) 

(Sex  education  has  too  long  depend- 
ed upon  tradition  and  accidental  infor- 
mation. It  is  difficult  to  establish  a 
stable  morality  founded  merely  upon 
fear.  The  pressure  of  the  gang,  the  al- 
lurements of  sex  lore,  the  conjoined  im- 
petus of  normal  impulses  and  develop- 
ed desire  push  morality  of  this  nature 
aside  at  the  earliest  opportunity.  The 
use  of  alcohol  lessens  the  power  of  in- 
hibition and  further  weakens  the  will. 
The  die  being  cast,  immorality  and 
disease,  if  not  crime,  follow  and  the 
sacredness  of  personal  morality  lapses 
into  a  subsidiary  position  that  thereafter 
127 


Sex  Education 

requires  greater  defenses  to  preserve  it 
from  further  retrogression. 

A  morality  to  be  a  permanent  force 
must  be  founded  on  truth,  built  up  by 
knowledge  and  strengthened  by  reason. 
An  understanding  of  the  nature  of  the 
sex  problems  is  an  indispensable  pre- 
requisite to  an  intelligent  morality. 

The  morality  of  children  must  be 
established  through  painstaking  educa- 
tion and  training.  A  rational  ethical 
intelligence  must  be  developed  or  the 
force  of  morality  will  not  sustain,  sup- 
port, and  determine  the  will  to  secure 
the  definite  decisive  action  that  is  essen- 
tial for  the  physical  and  moral  welfare 
of  the  individual  and  the  race. 

Good  citizenship  demands  that  an 
efficient  system  of  sex  education  be  rec- 
ognized by  parents  as  part  of  the  men- 
tal equipment  of  their  children.  And 
then  the  instruction  will  be  more  readi- 
128 


Conclusion 

ly  handed  down  to  the  next  generation. 
Herbert  Spencer  commented: 

"But  though  some  care  is  taken  to  fit  youth 
of  both  sexes  for  society  and  citizenship,  no 
care  whatever  is  taken  to  fit  them  for  the  still 
more  important  position  they  will  ultimately 
have  to  fill — the  position  of  parents." 

In  the  hopes  of  hastening  the  time 
when  such  a  criticism  will  be  gener- 
ally untrue  this  program  of  sex  educa- 
tion is  offered  to  parents. 


129 


TERMINOLOGY 


TERMINOLOGY 


INASMUCH  as  parents  are  fre- 
quently ignorant  of  the  correct  ter- 
minology to  be  employed  in  discuss- 
ing the  sexual  structures  a  brief  resume 
of  the  anatomy  of  the  reproductive  or- 
gans may  be  of  service. 

It  is  unnecessary  to  go  into  a  deep 
discussion  of  anatomy  and  physiology, 
or  to  discuss  in  detail  the  development 
of  pregnancy  with  the  consequent 
growth  of  the  embryo.  Facts  of  this 
nature  may  be  secured  in  extenso  from 
books  designed  to  cover  this  phase  of 
the  subject.  It  is  not  germane  to  the 
purpose  of  this  book  to  dwell  upon  em- 
bryology. 

The  purpose  of  this  brief  resume  of 
the  anatomy  of  the  sexual  organs  is  to 

133 


Sex  Education 

give  a  correct  vocabulary  to  parents  so 
that  in  talking  of  the  genital  organs 
they  may  use  those  terms  which  are 
correct  instead  of  permitting  children 
to  make  use  of  vulgar,  obscene,  and  in- 
discriminate expressions.  The  co-re- 
lation of  the  process  of  reproduction  in 
plants  and  animals  is  simple,  inasmuch 
as  they  are  identical.  The  relation  be- 
tween the  stamens  and  anthers  to  the 
penis  and  testes  is  patent.  The  similar- 
ity in  function  of  the  style,  stigma  and 
ovary  and  the  vagina,  uterus  and  ovary 
is  obvious.  The  essential  identity  of 
the  process  of  fertilization  within  the 
ovary  and  the  womb  is  based  not  alone 
upon  anatomical  similarities,  but  upon 
the  physiological  processes  involved. 

The  value  of  using  correct  anatomic- 
al and  physiological  terms  in  describ- 
ing the  human  processes  is  as  necessary 
as  making  use  of  the  proper  technical 

134 


Terminology 

expressions  in  ordinary  discussions  of 
botany  and  zoology.  In  telling  truths 
to  children  it  is  fundamental  to  make 
use  of  correct  terminology.  The  fun- 
damentals of  correct  instruction  pre- 
suppose a  knowledge  of  the  correct 
terms  to  be  employed. 

The  male  reproductive  organs  com- 
prise the  testicles,  prostate  gland,  semi- 
nal vesicles,  and  penis.  The  essential 
organs  of  reproduction  in  the  male, 
however,  are  the  testicles  or  testes. 
These  are  small  glands  which  are  con- 
tained in  a  pouch  of  skin  and  are  sep- 
arated from  each  other  by  a  membrane. 
The  containing  pouch  is  called  the 
scrotum.  The  testicles  are  divided  by 
a  number  of  radiating  partitions  into 
a  series  of  small  chambers  in  which  are 
contained  the  seminiferous  tubules. 
There  are  several  hundred  of  these  tu- 
bules in  each  gland,  the  sperm  cells 
are  elaborated  within  the  tubules.  These 

135 


Sex   Education 

unite  to  form  some  larger  tubes  which 
again  join  to  form  a  small  mass  lying 
behind  the  testicle  and  extending 
around  it  and  bearing  the  name  epidi- 
dymis. 

At  the  lower  end  of  the  testicle 
there  emanates  from  the  epididymis  a 
tube  known  as  the  vas  deferens  which 
passes  beneath  the  skin  leading  over 
the  groin  and  then  passes  down  into 
the  pelvis  and  runs  to  the  under  side 
of  the  bladder  where  it  is  joined  by  a 
small  tube  leading  from  the  seminal 
vesicles.  The  vas  deferens  serves  to 
carry  the  secretion  from  the  testicle  to 
the  urethra. 

The  seminal  vesicles  are  two  small 
glands  lying  between  the  bladder  and 
the  rectum.  A  small  outer  tube  from 
each  of  these  vesicles  unites  with  the 
vas  deferens  to  form  the  ejaculatory 
duct  which  enters  the  urethra  near  the 
neck  of  the  bladder.  The  purpose  of 
136 


Terminology 

these  vesicles  is  to  serve  as  a  receptacle 
for  semen  and  possibly  to  mix  with  it 
some  secretion  of  its  own. 

The  prostate  gland  is  about  the  size 
of  a  horse-chestnut  and  surrounds  the 
beginning  of  the  urethra.  It  gives  rise 
to  a  secretion  which  apparently  is  of 
importance  in  diluting  the  semen. 

The  urethra  extends  from  the  blad- 
der to  the  end  of  the  penis  and  serves 
the  double  purpose  of  permitting  the 
passage  of  urine  and  of  allowing  the 
ejaculation  of  semen. 

The  penis  itself  is  composed  of  erec- 
tile tissues  which,  upon  distension  with 
blood,  permit  it  to  change  from  a  flac- 
cid condition  to  one  of  tenseness.  It  is 
constituted  of  three  masses,  two  of 
which  are  the  corpora  cavernosa  and 
the  corpus  spongiosum.  The  corpora 
cavernosa  constitute  the  front  and  sides 
of  the  penis  and  consist  of  elastic  tissues 
intersected  in  all   directions  so  as  to 

137 


Sex   Education 

I'orm  blood  spaces  or  sinuses.  The 
under  side  of  the  penis  consists  of  the 
corpus  spongiosum  through  which  the 
urethra  passes.  The  terminal  end  of 
this  is  broadened  out  so  as  to  form  the 
glans.  The  glans  is  normally  covered 
with  a  folded  layer  of  skin  known  as 
the  prepuce  which  serves  to  protect  the 
glans  from  irritation.  Frequently,  be- 
cause of  abnormal  structure,  the  fore- 
skin actually  causes  discomfort  to  re- 
lieve which  circumcision  is  required. 

The  life-giving  fluid  of  the  male  is 
the  semen.  This  is  composed  of  the 
prostatic  secretion,  the  material  from 
the  seminal  vesicles,  and  the  sperma- 
tozoa. The  spermatozoa  are  small 
bodies  about  1/400  of  an  inch  in  length 
with  a  flattened  body  and  a  long  vibrat- 
ing tail. 

The  reproductive  organs  of  the  fe- 
male consist  of  the  ovary,  Fallopian 
tubes,  uterus  and  vagina.  These  organs 

138 


Terminology 

are  homologous  to  the  reproductive 
organs  of  the  male. 

The  ovaries  are  small  glands  which 
are  contained  within  the  pelvis  or 
lower  portion  of  the  abdomen  of  the 
woman,  and  are  supported  in  the  broad 
ligaments  which  help  to  hold  the  womb 
in  place.  Within  the  ovary  there  are 
formed  small  eggs  or  ova  which  de- 
velop from  the  center  of  the  ovary  and 
extend  toward  its  periphery.  They 
finally  burst  through  the  outer  cover- 
ing of  the  ovary  and  are  then  taken  up 
by  the  feathery  ends  of  the  Fallopian 
tubes. 

The  Fallopian  tubes  are  small  ducts 
that  join  the  upper  and  outer  angles  of 
the  womb  and  extend  toward  the  ovar- 
ies which  they  partially  surround  by 
means  of  a  number  of  small  fringes. 

The  uterus  or  womb  is  a  hollow  mus- 
cular organ  which  receives  the  egg 
from  the  Fallopian  tube  or  oviduct. 

139 


Sex  Education 

The  fetus  develops  within  its  walls 
after  the  ovum  and  a  spermatozoon 
have  fused  together.  The  womb  lies 
between  the  bladder  and  the  rectum 
and  its  lower  end  extends  into  the  va- 
gina to  which  it  is  also  closely  attached. 
The  part  extending  within  the  vagina 
is  termed  the  neck  of  the  womb. 

The  vagina  in  its  normal  condition 
is  a  closed  passage  capable  of  disten- 
sion. It  extends  from  the  neck  of  the 
womb  to  the  external  surface  of  the 
body.  Its  walls  are  made  of  erectile 
and  muscular  tissue. 

The  external  genitals  of  the  female 
consist  of  various  folds  of  skin  known 
as  the  labia  between  which  are  to  be 
found  the  outlet  of  the  urethra  leading 
from  the  bladder,  and  the  entrance  to 
the  vagina.  In  virgins  the  entrance  to 
the  vagina  is  partially  closed  by  a  fold 
of  membrane  known  as  the  hymen.  At 
the  upper  angle  of  the  labia  is  to  be 
140 


Terminology 

found  a  small  erectile  organ  known  as 
the  clitoris  which  is  homologous  in  na- 
ture to  the  penis. 

As  a  rule  the  essential  sex  character- 
istics assert  themselves  at  puberty.  This 
is  in  part  due  to  the  existence  of  a  so- 
called  internal  secretion  produced  by 
the  testicles  and  the  ovaries  which  has 
marked  effect  upon  the  character  de- 
velopment of  the  individuals.  This 
function  of  the  internal  secretion  is 
entirely  separated  and  distinct  from 
the  formation  of  those  living  elements 
essential  for  reproduction. 

The  power  of  procreation  depends 
upon  the  liberation  of  an  egg  or  ovum 
from  the  ovary  and  its  transmission  to 
the  uterus,  or  at  least  to  some  point  in 
the  genital  tract  where  it  may  be  reach- 
ed by  a  sperm  cell.  Ova  are  periodi- 
cally expelled  beginning  with  puberty 
and  this  process,  generally  speaking,  is 
closely  related  to  the  phenomena  of 
141 


Sex  Education  .  . 

menstruation.  It  has  indeed  been  said 
that  menstruation  is  periodic  prepara- 
tion for  maternity.  There  is,  however, 
an  independence  of  ovulation  to  the  ex- 
tent that  it  may  occur  at  other  times 
than  that  of  the  periodic  function. 

The  seminal  fluid  is  not  dependent 
upon  any  periodicity.  It  is  frequently 
expressed  in  normal  males  as  a  result 
of  physical  or  psychic  stimulation  in 
order  to  relieve  the  seminal  vesicles  of 
the  surplus  of  semen  which  they  con- 
tain. Such  functioning  is  normal  and 
is  not  to  be  interpreted  as  an  evidence 
of  physical  weakness.  Seminal  emis- 
sions should  not  be  regarded  as  an  evi- 
dence of  irregular  habits  unless  they  oc- 
cur too  frequently  or  there  is  suspicion 
that  they  occur  during  a  waking  stage 
rather  than  during  the  hours  of  sleep. 

To  insure  reproduction  it  is  essential 
that  a  male  sperm  cell  come  directly  in 
contact  with  the  egg  cell  of  the  woman 
142 


Terminology 

and  that  the  two  join  together  so  that 
the  sperm  is  absorbed  by  the  ovum  and 
there  is  fusion  of  their  essential  ele- 
ments. Such  a  union  of  the  sex  ele- 
ments results  in  the  fertilization  of  the 
eggy  which  is  a  prerequisite  for  the  de- 
velopment of  human  life.  The  process 
of  fertilization  may  occur  in  any  part 
of  the  genital  tract,  but  the  usual  place 
of  growth  and  development  of  the  pro- 
duct of  conception  is  within  the  womb 
itself. 


H3 


BIBLIOGRAPHY 


I 


I 


VI 

BIBLIOGRAPHY 


INASMUCH  as  the  author  has  been 
called  upon  frequently  to  recom- 
mend books  that  may  be  of  service 
to  parents,  teachers  and  social  workers 
interested  in  the  field  of  sex  education, 
it  has  seemed  desirable  to  make  a  com- 
pilation of  those  books  which  experi- 
ence has  proven  to  be  of  distinct  ser- 
vice. These  books  are  selected  for  their 
educational  value  and  for  the  special 
information  they  contain.  Through 
them,  parents,  social  workers  and  phy- 
sicians may  be  thoroughly  grounded 
in  the  social  and  economic  aspects  of 
the  sex-problem  previous  to  entering 
upon  actual  campaigns  of  instruction. 
The  bibliography  is  not  complete  as  it 
does  not  include  all  books  written  upon 

147 


Sex   Education 

the  subject,  but  it  is  a  carefully  selected 
list  compiled  as  the  result  of  personal 
acquaintance. 


148 


i 


Bibliography 


EDUCATIONAL 

A  Song  of  Life  Margaret  Warner  Morley 

Life  and  Love    Margaret  Warner  Morley 

Renewal  of  Life    Margaret  Warner  Morley 

Nature's  Truths  told  to  a  little  Maid Margaret  Irving 

Confidential  Chats  w^ith  Girls  .  .William  Lee  Hovrard,  M.D. 
Confidential  Chats  with  Boys  .  .William  Lee  Howard,  M.D. 
Plain  Facts  on  Sex  Hygiene  ..William  Lee  Howard,  M.D. 
The  Mysteries  of  Life 
Series  Isabelle  Thompson  Smart,  M.D. 

1.  What  a  Mother  should  tell  her  little  Girl. 

2.  What  a    Father    should   tell    his   little    Boy. 

3.  What  a   Mother   should  tell   her   Daughter. 

4.  What  a  Father  should  tell  his  Son. 

The  Edward  Bok  Books  of  Self  Knowledge  for  Young 

People  and  Parents : 

Instead  of  Wild  Oats   Winfield  Scott  Hall,   M.D. 

When  a  Boy  becomes  a  Man H.  Bisseker 

How  shall  I  teli  my  Child. ..  .Mrs.  Woodallen  Chapman 

Herself,  Talks  with  Women  Concerning 

Themselves    E.  B.  Lowry,  M.D. 

Truths,  Talks  with  a  Boy  E.  B.  Lowry,  M.D. 

Confidences,  Talks  with  a  Young  Girl  .  .E.  B.  Lowry,  M.D. 

False   Modesty    E.  B.  Lowry,  M.D. 

How  to  tell  the  Story  of  Reproduction  to 

Children  Mothers'  Union,  Kansas  City,  Mo. 

Education  in  Sexual  Physiology  and 

Hygiene  Phillip  Zenner,  M.D. 

The  American  Boy  and  the  Social  Evil    . .  R.  N.  Wilson,  M.D. 

Training  the  Young  in  Laws  of  Sex Hon.  E.  Littleton 

Healthy  Boyhood  Arthur  Trewby 

Genesis   Bernard  S.  Talmey,  M.D. 

From  Youth  into  Manhood    W.  S.  Hall,  M.D. 

Reproduction  and  Sexual  Hygiene  W.  S.  Hall,  M.D. 

Society  of  Sanitary  and  Moral  Prophylaxis  Publications : 

The  Young  Man's  Problem. 

Instruction   in  the  Physiology  and  Hygiene  of  Sex. 

The   Boy    Problem. 

How    my   Uncle    (the    Doctor),    instructed    Me    in    Matters 

of    Sex. 
Health  Hygiene  of  bex  for  College   Students. 

149 


Sex  Education 


Girl  and  Woman   Caroline  Latimer 

Four  Epochs  of  a  Woman's  Life A.  Galbraith,  M.D. 

Woman  in  Girlhood,  Wifehood, 

Motherhood    Meyer  Solis-Cohen,  M.D. 

Girl  in  her  Teens  Margaret  Slattery 

What  a  Young  Girl  ought  to 

Know  Mary  Wood- Allen,  M.D. 

What  a  Young  Woman  ought  to 

Know  Mary  Wood- Allen,  M.D. 

Sex  Hygiene  for  the  Male G.  Frank  Lydston,  M.D. 

Sex  Culture  Talks  to  Young  Men Norman  Richardson 

What  a  Young  Boy  ought  to  Know  . .  Sylvanus  Stall,  D.D. 
What  a  Young  Man  ought  to  Know  . .  Sylvanus  Stall,  D.D. 

SOCIAL 

Hygiene  and  Morality  L.  L.  Dock,  R.N. 

Woman  and  Womanhood  C.  W.  Saleeby,  M.D. 

Parenthood  and  Race  Culture   C.  W.  Saleeby,  M.D. 

Human  Culture!  Hubert  Higgins 

A  New  Conscience  and  an  Ancient  Evil  ....Jane  Addams 
The  White  Slave  Traffic  in  America  . .  .O.  E.  Janney,  M.D. 
Social  Diseases  and  Marriage  . . .  Prince  W.  Morrow,  M.D. 
American  Bad  Boys  in  the 

Making  Alexander  H.  Stewart,  M.D. 

Libertinism  and  Marriage Louis  Jullien,  M.D. 

Marriage  and  Disease  Senator-Kaminer 

The  Social  Evil — Report  of  the  Committee  of  Fourteen. 

The  Report  of  Chicago  Vice-Commission. 

The  Report  of  Minneapolis  Vice-Commission. 

Report  on  Condition  of  Women  and  Child  Wage-earners 

in  the  U.  S.   Vol.  XV.    Relation  between  Occupation  and 

Criminality  of  Women. 
Report  of  Session  on  Hygiene  of 

Sex  Health  Education  League,  Boston 

FOR  ADVANCED  READING 

Man  and  Woman   Havelock  Ellis,  M.D. 

Psychology  of   Sex    Havelock  Ellis,  M.D. 

The  Sexual  Question  August  Forel,  M.D 

The  Century  of  the  Child  Ellen  Key 

Love  and  Marriage  Ellen  Key 


150 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 

Los  Angeles 

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